Ca“  FoLcrfors  Concerned  In  S f>ell,n 


\ 


\ 


SOME  PSYCHOLOGICAL  FACTORS  CONCERNED  IN  SPELLING 


BY 


FLORENCE  DOROTHEA  JONES 

B.  S.,  University  of  Illinois,  1920 


THESIS 


Submitted  in  Partial  Fulfillment  of  the  Requirements  for  the 


Degree  of 


MASTER  OF  ARTS 

IN  EDUCATION 


IN 


THE  GRADUATE  SCHOOL 

OF  THE 

UNIVERSITY  OF  ILLINOIS 


1921 


\Sl\ 

UNIVERSITY  OF  ILLINOIS 


THE  GRADUATE  SCHOOL 


June  2 1 923 


I HEREBY  RECOMMEND  THAT  THE  THESIS  PREPARED  UNDER  MY 

SUPERVISION  BY Florence  Dorothea  Jones 

ENTITLED  - Some  Psychological^  factors  Concerned  in  Spelling 


BE  ACCEPTED  AS  FULFILLING  THIS  PART  OF  THE  REQUIREMENTS  FOR 
THE  DEGREE  OF Master  of  Arts 


Recommendation  concurred  in* 


Committee 


Final  Examination* 


*Required  for  doctor’s  degree  but  not  for  master’s 


Digitized  by  the  Internet  Archive 

in  2015 


https://archive.org/details/somepsychologicaOOjone 


Contents 


I. 

II. 


III. 

IV. 

V. 

VI. 


VII. 

VIII. 


Introduction 

Historical  Importance  of  Spelling 
Previous  Studies 
The  Problem  and  Experiments 

Illinois  General  Intelligence  Examination 
Ay res- Buckingham  Spelling  Test 
Spelling  from  Sound 

Spelling  from  Short  Visual  Exposure  of  Words 
Statement  of  Results 
Range  of  Scores 
Medians 

Relationships  Shown  by  Tests 

Spelling  Ability  and  General  Intelligence 
Other  Correlations 

Auditory  and  Visual  Presentation  of  Material 
Study  of  Errors 

Comparison  of  Difficulty  of  Columns  T and  U 
Range  of  Variation  in  Ways  and  Times  Misspelled 
Pedagogical  Aspect  of  Variation 
Relation  of  Errors  to  Number  of  Letters 
Relation  of  Errors  to  Number  of  Syllables 
Theories  of  the  Causes  of  Poor  Spelling 
Summary  of  Conclusions 


1. 


I 

Introduction 

The  importance  of  spelling  has  been  recognized  in  schools 
of  all  times.  After  the  invention  of  printing  and  the  advance  of 
reading  to  a position  of  prime  importance  among  school  subjects 
the  spelling  method  was  the  means  by  which  this  reading  was  taught . 
Even  in  our  grandfathers8  time  children  were  all  instructed  in  the 
art  of  reading  by  the  laborious  method  of  learning  ab,  ac,  ad,  eb, 
ec,  ed,  ib,  ic,  id,  and  so  on  until  they  knew  all  combinations. 

While  now  we  have  developed  an  entirely  different  method 
of  teaching  children  to  read,  and  psychological  study  has  shown  that 
children  in  learning  this  subject  do  not  need  to  use  the  letters  and 
letter  names,  yet  for  any  adult  interpretation  of  another's  thoughts 
from  the  printed  page  and  especially  in  the  expression  of  thought  in 
written  form  spelling  is  extremely  important. 

As  a criterion  of  good  education  spelling  has  long  been 
held  in  high  esteem.  We  often  hear  some  person  spoken  of  as  illiter- 
ate, or  at  least  lacking  in  education  because  his  written  letter  is 
full  of  mistakes  in  spelling.  And  though  sometimes  well  educated  peo- 
ple say  that  they  are  likely  to  misspell  anything  except  their  own 
names  and  we  consider  it  merely  an  amusing  statement,  yet  when  these 
misspellings  appear  on  paper  they  are  not  so  lightly  regarded. 


While  the  unsatisfactory  results  of  the  teaching  of  spelling 
have  for  years  received  so  much  attention,  yet  far  too  little  aid  has 


. 


2. 

been  given  directly  to  the  teacher  who  is  responsible  for  the  result, 
and  the  psychological  study  of  the  process  is  far  from  exhaustive. 

Recently  serious  effort  has  been  gi  \ ren  to  the  study  of  the 
various  phases  of  the  spelling  process  and  the  results  available  are 
worthy  of  review. 

Time  and  Drill 

Dr.  Rice  (43)  in  1897  was  interested  in  making  a study  of 
methods  and  results  of  spelling  as  actually  taught.  He  visited  many 
schools  and  gave  a number  of  spelling  tests.  He  found  a variation  in 
time  spent  of  from  six  or  ten  to  fifty  minutes  a day.  As  the  accura- 
cy increased  gradually  from  grade  to  grade  regardless  of  the  time 
spent  in  study  he  concluded  that  "the  compensation  for  time  devoted  t< 
spelling  is  scarcely,  if  at  all,  appreciable."*  He  was  led  to  believ< 
that  maturity  and  the  "personal  equation"  of  the  teacher  should  be 
considered  leading  factors. 

Cornman  (15),  in  his  investigations,  came  to  similar  con- 
clusions. Results  of  tests  made  before  and  after  an  extended  period 
in  which  spelling  drill  was  abandoned  led  him  to  believe  that  improve- 
ment in  spelling  is  due  to  general  mental  development.  He  advocated 
the  elimination  of  all  drill  and  would  have  spelling  taught  only  in- 
cidentally. He  made  a detailed  classification  of  spelling  errors 
referred  to  in  Chapter  VI . 

Wallin  (57)  in  1910-11  tested  the  children  of  grades  4-8  in 
three  Cleveland  schools.  He  used  both  column  and  dictated  composi- 
tion tests  and  secured  results  that  led  him  to  oppose  the  conclusions 
of  Rice  and  Cornman,  and  to  believe  that  spelling  efficiency  is  in 

* Rice,  J.  M.  Scientific  Management  in  Education.  Hinds,  Noble  and 
Eldredge , New  York,  1914.  Chapters  V and  VI. 


. 


‘ 


3. 


large  measure  dependent  upon  the  method  of  teaching.  He  favored  well 
organized  drill. 

Transfer 


Tidyman  (56)  studied  the  question  of  transfer  of  spelling 
ability  from  column  to  dictation  exercises  and  found  some,  though  not 
a large  amount . 

Mead  (34)  in  an  examination  of  English  and  sociology  papers 
of  students  at  De  Pauw  found  "there  was  a very  general  tendency  to 
lower  the  standard  of  efficiency  in  spelling  used  in  sociology  themes 
Winch  (60)  found  that  words  correotly  written  in  columns 
could  be  correctly  written  in  dictation.  He  learned  that  easy  words 
if  not  directly  taught  were  as  poorly  spelled  as  more  difficult  words 
directly  taught. 


n * 


Effect  of  Social  Environment 

Sears (45)  worked  with  children  in  the  Oakland,  California 
schools,  finding  differences  in  efficiency  of  spelling  which  by  in- 
vestigation he  was  led  to  believe  were  due  to  social  standing  of  the 
family.  Amount  of  time  spent,  he  said,  would  not  determine  results. 

Methods  of  Teaching 

Pearson  (40)  tested  two  methods  of  teaching  homonyms  in 
grades  3-8  of  the  Horace  Mann  school.  The  results  clearly  favored 
the  together  method  and  in  this  oppose  Burnham’s  (S)  conclusions 
that  the  similarities  of  words  prove  a source  of  confusion.  (See 
Burnham,  Chapter  V.)  In  a second  study  Pearson  compared  and  tested 
class  and  individual  study  methods  finding  that  class  study  produced 

♦Mead , A.  R.  Transfer  of  Spelling  Vocabulary,  Journal  of  Educational 
Psychology.  Vol  _ 8:  41_44>  1917. 


. 


' | | . . :njomd  W^z  i-L  j 


‘ 


4. 


better  results. 

Foster  (19)  believes  that  emphasis  upon  accurate  speeoh 
would  eliminate  spelling  errors  due  to  faulty  speech.  But  as  the 
reliance  upon  sound  may  perchance  increase  spelling  errors,  his  con- 
clusions as  to  the  percentage  of  elimination  of  total  spelling  er- 
rors is  not  clear.  He  classified  spelling  errors  (referred  to  in 
Chapter  VI . ) 

Spelling  Lists  and  Scales. 

Jones  (2S),  in  a tabulation  of  all  the  running  words  in 
75,000  themes  written  by  1,050  pupils  of  grades  4-8  found  4,532  dif- 
ferent words. 

Cook  and  O'Shea  (14),  tabulating  200,000  running  words  in 
the  family  correspondence  of  thirteen  people  found  5,200  different 
words . 

Eldridge  (18)  studied  the  compositions  of  17-18  year  old 
boys  for  fifteen  years.  He  found  900  most  frequently  misspelled 
words.  This  list  was  compared  with  the  Jones  vocabulary.  It  showed 
that  50%  of  the  commonly  misspelled  words  of  boys  17-18  do  not  exist 
in  the  vocabulary  of  boys  8-14.  He  found  that  such  a word  as  'which 
had  disappeared  from  among  the  trouble  making  words,  in  which  class 
Dr.  Jones  had  placed  it,  and  170  words  were  now  more  frequently  mis- 
spelled than  either  'there*  or  'their'. 

Ayres  (4),  by  experiments,  selected  a list  of  ten  words 
for  each  grade  such  that  on  the  average  70%  of  the  words  for  any 
grade  would  be  spelled  oorrectly  by  pupils  of  that  grade.  Later  he 
determined  a list  of  the  one  thousand  most  common  words.  These  were 
according  to  results  of  experimentation  so  divided  and  arranged  into 


(* 

/oj 


5. 

twenty-six  lists  that  all  of  the  words  of  any  given  list  are  of  ap- 
proximately equal  difficulty  and  that  the  difficulty  of  each  list  is 
greater  than  the  list  before.  The  steps  between  the  lists  are  also 
approximately  equal.  The  scale  indicates  the  percentage  of  words  in 
eaoh  list  that  pupils  of  the  different  grades  should  be  able  to 
spell  correctly. 

Starch  (49)  made  a spelling  test  by  selecting  words  at  cer- 
tain regular  intervals  of  position  in  the  dictionary,  discarding  all 
technical  and  obsolete  words.  He  later  made  another  test  based  on 
the  2,626  most  common  words  of  the  lists  of  Eldridge,  Ayres,  Jones 
and  Cook  and  O'Shea. 

Buckingham  (8),  on  the  basis  of  experimentation  prepared  a 
list  of  words  carefully  scaled  in  difficulty.  These  have  been  added 
to  the  Ayres  Scale.  It  is  from  Buckingham's  Extension  of  the  Ayres 
Spelling  Scale  that  the  words  for  the  spelling  test  used  in  the  pres- 
ent study  were  selected.  (See  appendix.) 

Reliability  of  Tests  and  Scales. 

Otis  (39)  has  discussed  the  reliability  of  these  scales. 
This  question  will  not  be  included  in  this  study  as  it  concerns  our 
problem  but  indirectly. 

Psychological  Analysis  of  Spelling 

The  ability  to  spell  is  often  treated  as  though  it  were  a 
simple  thing,  but  it  is  in  reality  extremely  complex.  It  is  a 
sensori-motor  habit  desirably  developed  to  such  an  extent  that  it 
reaches  automatization  in  the  adult.  Burnham  (9)  emphasizes  the 
psychology  of  the  developing  process  and  is  here  quoted  at  length: 

"As  Lay  points  out,  the  writing  movement  image  of  a word  is 
composed  of  motor  images  of  the  separate  syllables  and  letters. 

The  movement  images  for  the  separate  letters  are  learned 


6. 


in  the  first  writing  instruction  in  orthography , but  this  is  an  ex- 
tremely complicated,  process.  Dozens  of  muscles  must  be  coordinated 
with  definite  strength  in  a definite  sequence  and  with  definite  ac- 
curacy and  rapidity.  This  very  complex  process  goes  on  unconscious- 
ly, of  course.  The  process  is  similar  to  that  in  learning  any  other 
motor  accomplishment . " 

Of  learning  to  spell  a given  word  he  says: 

"This  memory  of  the  word- to-be  written  is  made  up  of  audi- 
tory images  of  the  different  sounds  composing  the  word,  or  the  motor 
images  of  the  speech  movements  involved  in  pronouncing  the  word,  or 
of  the  visual  images  of  the  different  letters,  or  of  the  motor  ima- 
ges of  the  hand  movements  involved  in  writing  the  letters,  or  it  may 
be  made  up  of  any  two  or  all  of  these  classes  of  image."* 

Mrs.  Hollingworth  (34)  believed  that  in  the  experiments 
she  carried  out  the  fact  was  shown  that  the  improvement  by  intensive 
training  is  greater  than  the  results  of  tests  could  reveal,  because 
of  the  difficulty  of  measuring  such  a complex  process  as  spelling 
proves  to  be. 

More  and  more  study  of  the  psychology  of  spelling  needs  to 
be  done.  Results  and  conclusions  of  tests  now  available  are  extreme- 
ly varied  and  inconclusive. 

Much  discussion  has  arisen  concerning  which  senses  should 
be  appealed  to  in  teaching  spelling.  Bormann  (5)  as  early  as  1865 
placed  the  greater  emphasis  upon  the  eye. 

Kirkpatrick  (28),  Abbott  (l)  , Lester  (32),  Shields  (46), 
Smedley  (47) , Winch  (60) , Henmon  (33)  , and  Kline  (29)  urge  the 

♦Burnham,  W.  H.  The  Hygiene  and  Psychology  of  Spelling.  Ped.  Sem. 

13:  474-99,  1906. 


* 


•; 


7. 


necessity  of  appeal  to  auditory  presentation  with  younger  children, 
but  would  have  the  teacher  look  constantly  toward  the  development  of 
visual  imagery  in  recall  which  they  believe  to  be  most  useful  to 
adults . 

Abbott  (l)  found  that  whatever  method  of  presentation  had 
been  used  the  typical  recall  was  by  visual  imagery  of  the  letters. 

Carmen  (10)  insists  on  appeal  being  made  always  to  the 
eye.  As  a result  of  experimentation  (see  chapter  V)  she  states 
that,  "Directing  of  attention  to  the  appearance  of  words  in  the 
whole  field  of  early  reading  would  fix  the  correct  forms  in  the 
mind  and  establish  the  habit  of  noticing  spelling  so  that  later  read- 
ing  would  provide  the  definite  knowledge  necessary.”* 

Of  the  type  of  imagery  used  some  investigations  have  indi- 
cated that  auditory  memory  is  of  mors  importance  than  visual.  Haw- 
kins (22)  says  of  an  experiment  he  made  that,  "There  is  but  one  in- 
stance . . . where  the  visual-memory  excels  the  auditory,  and  this 
was  probably  due  to  a lack  of  attention  by  a few  pupils."** 

The  distinction,  however,  must  be  kept  in  mind  that  visual 
presentation  does  not  necessarily  involve  recall  by  visual  imagery 
and  auditory  presentation  does  not  necessarily  involve  recall  by 
auditory  imagery.  Thorndike  makes  this  distinction  clear: 

"The  fact  that  a stimulus  comes  through  one  sense,  say  vi- 
sion, does  not  imply  that  it  will  be  remembered  through  an  image  of 
the  same  sense  (here  a visual  image).  The  ‘audile*  or  ‘motile1  may 
see  words  on  the  blackboard  but  have  them  call  up  non-visual  images. 
What  sense  avenue  is  most  effective  for  any  individual  does  not  de- 

pend  on  what  kind  of  imagery  he  has,  but  upon  the  condition  of  his  j 

* Carmen,  E.  Kate,  The  Cause  of  Chronic  Bad  Spelling,  Journal  of 

Pedagogy,  Vol . 13:  86-91,  1900-1901. 

**  Hawkins,  C.  J .,  Experiments  on  Memory  Types,  Psychological  Re- 
view, Vol.  4:  289-94,  1897. 


8. 


sense  organs  and  his  habits  of  attention.  Children  who  are  notable 
visualizers  may  learn  better  from  spoken  than  from  written  words."* 
Burnham  (9)  describes  the  work  of  Gregory  (20)  thus:  "He 
experimented  with  two  classes.  The  children  were  of  an  average  age 
of  eleven  years  in  one  class  and  thirteen  in  the  other.  . . . The 
result  ve-ry  briefly  indicated  very  clearly  this  law,  according  to  Mr. 
Gregory:  ’That  sound  is  the  dominating  element  in  children's  spel- 
ling,’ and  he  infers  from  this  also  that  oral  spelling  should  have  a 
large  place."** 

Wawrzyk  (58)  was  one  of  the  first  to  stress  the  benefit  gi- 
ven by  the  muscle  sense  along  with  sight  and  hearing.  He  brought  out 
the  fact  that  the  kinaesthetic  sense  of  the  hands  and  speech  organs 
is  very  important  in  the  " comprehension,  retention  and  reproduction 
of  words."***  He  rejected  oral  spelling  entirely. 

Grupe  (31)  in  her  review  of  work  done  on  spelling  cites 
Meumann  as  saying  that  the  best  method  of  learning  a given  word  is 
"to  combine  the  sight  of  the  new  word  with  the  analytical  copying  of 
it,  plus  at  least  the  whispered  pronunciation  of  its  constituent  ele- 
ments ."**** 

The  psychological  studies  referred  to  here  are  discussed 
more  fully  in  Chapter  V. 

* Thorndike,  E.  L.,  The  Principles  of  Teaching,  Seiler,  New  York, 

1906. 

**  Burnham,  W.  H.,  The  Hygiene  and  Psychology  of  Spelling,  Pedagog- 
ical Seminary,  Vol.  13:  474-99,  190S. 

***  Ibid 

****  Grupe,  Mary  A.,  Review  of  Pedagogical  Studies  in  the  Teaching 

of  Spelling,  Education,  Vol.  34:  11-19,  1913. 


”‘.5 


9. 


II 

The  Problem  and  Experiments 

The  mass  of  variable  and  inconclusive  data  and  the  im- 
portance of  spelling  as  determined  by  the  number  of  texts  that  ap- 
pear one  after  another,  the  great  amount  of  time  and  energy  spent 
upon  the  subject  in  schools,  and  the  stigma  of  illiteracy  or  at 
least  lack  of  training  and  education  which  the  public  places  upon 
those  who  are  poor  spellers  led  the  writer  to  make  some  tests  and 
carry  on  some  experiments  in  the  attempt  to  learn  more  concerning 
the  factors  involved  in  the  complex  process  we  call  spelling. 

Questions  of,  (1)  the  relative  importance  of  the  ear  and 
eye,  and  aid  through  vocalization,  (£)  the  correlation  or  lack  of 
correlati on  between  spelling  ability  and  general  intelligence,  (3) 
the  equality  or  inequality  of  words  which  by  experimentation  have 
been  thought  to  be  of  approximately  equal  difficulty,  (4)  the  rela- 
tivity of  the  number  of  syllables  and  letters  of  a word  to  the  mis- 
takes in  spelling  it,  (5)  the  types  of  error  which  children  most  fre 
quently  make,  and,  (6)  the  most  frequent  cause  of  poor  spelling  are 
some  of  the  larger  problems  that  have  engaged  our  attention. 

The  Experiments 

The  writer  secured  the  cooperation  of  the  Principal  of 
Thornburn  Departmental  School  in  Urbana,  Illinois,  and  gave  all  the 


1C. 


tests  there.  This  school  enrolls  all  children  of  grades  seven  and 
eight  in  this  city.  As  grade  seven  contains  201  pupils,  divided 
into  sections  according  to  teachers’  estimates  of  intelligence  this 
grade  only  was  used  in  the  experiments. 

In  October,  1920,  the  Illinois  Intelligence  Exami nati on 
(See  appendix)  was  given  to  these  pupils  under  the  direction  of  mem- 
bers of  the  Bureau  of  Educational  Research  of  the  University  of 
Illinois.  The  scores  of  those  children  who  also  took  the  first 
spelling  test  were  used  by  the  writer. 

To  examine  the  spelling  ability  of  these  children  the 
writer  decided  to  use  a test  of  words  from  Buckingham's  Extension  of 
the  Ayres  Spelling  Scale.  (The  way  in  which  this  Scale  was  con- 
structed is  described  in  Chapter  I).  The  remarks  which  are  printed 
on  the  Scale  sheet  may  be  quoted  in  abridged  form: 

"All  the  words  in  each  column  are  of  approximately  equal 
spelling  difficulty.  The  steps  in  spelling  difficulty  from  each 
column  to  the  next  are  approximately  equal  steps.  Numbers  at  the 
top  indicate  about  what  per  cent  of  correct  spelling  may  be  expect- 
ed among  the  children  of  the  different  grades. 

’’Twenty  words  are  enough  to  secure  a reasonably  reliable 

i 

measure  of  the  spelling  ability  of  a class;  but  for  such  a measure 
of  the  ability  of  an  individual  100  words  will  be  required. 

”In  order  that  the  words  may  be  difficult  enough  really 
to  measure  spelling  ability,  they  should  be  selected  from  columns 
for  which  the  standard  per  cent  of  correct  spellings  is  close  to 
50,  - say  between  50  and  66. 

’’The  most  appropriate  measure  of  spelling  ability  is  se- 
cured when  the  words  are  dictated  in  sentences  at  approximately  the 


. 


11 . 

standard  rate  of  handwriting  for  the  grade  in  question,  no  test  word 
occurring  at  the  end  of  a sentence.  The  placement  of  words  on  this 
scale,  however,  is  on  the  basis  of  returns  from  column  dictation. 
Children  spell  more  accurately  when  they  write  words  in  columns  than 
they  do  when  they  write  them  in  sentences.  If,  therefore,  words 
are  dictated  in  sentences,  as  suggested,  results  may  be  expected  to 
be  somewhat  lower  than  the  scale  indicates. 

"The  505  words  added  to  the  Ayres  Scale  by  Buckingham  are 
printed  in  italics.  They  were  not  chosen,  as  Ayres'  words  were,  ac- 
cording to  frequency  in  use  in  written  discourse,  but  rather  accord- 
ing to  agreements  among  spelling  books.  They  are  not,  therefore, 
offered  as  constituting  a fundamental  vocabulary  in  the  same  sense 
as  do  the  original  1,000  words  selected  by  Ayres."  * 

The  foregoing  explanations  suggest  that  words  be  chosen 
from  columns  of  such  difficulty  that  the  standard  per  cent  of  cor- 
rect spellings  for  that  grade  is  between  50  and  66.  This  would 
mean  that  our  spelling  test  for  grade  seven  should  be  composed  of 
words  from  columns  v,  w and  x.  We,  however,  decided  to  use  words 
from  column  T,  in  which  these  pupils  should  score  approximately  79 
per  cent  and  column  U,  in  which  they  should  score  about  73  per  cent. 

Twenty  words  are  stated  to  be  sufficient  to  secure  a 
"reasonably  reliable  measure  of  the  spelling  ability  of  a class,"* 
but  as  we  wished  this  test  to  be  as  reliable  as  possible  and  also  to 
furnish  material  for  comparison  of  difficulty  of  various  words  and 
for  types  of  errors  all  the  words  of  column  T,  74,  and  all  the  words 
of  column  U,  69,  were  used  making  a total  of  143  words. 

* Buckingham's  .Extension  of  the  Ayres  Spelling  Scale 

(Copies  may  be  had  from  the  Bureau  of  Educational  Research,  Uni- 
versity of  Illinois,  Urbana,  Illinois 


' 


12. 


The  desire  was  to  test  these  words  by  dictation  sentences  but  the 
time  necessary  to  write  143  sentences  was  believed  to  be  impractic- 


ably long.  The  writer,  therefore,  formulated  143  sentences  in  each 
of  which  one  of  these  words  was  used,  but  never  as  the  first  or  the 
last  word  of  the  sentence,  (^ee  sentences  in  appendix).  In  giving 
this  test  the  sentence  was  first  read  by  the  experimenter  and  then 
the  word  to  be  spelled  was  pronounced.  Thus,  the  experimenter  gave 
the  example. 


(Directions  given  the  children  are  found  in  the  appendix) . 

On  December  7,  1920  all  the  children  present  in  grade  seven, 
181,  took  this  spelling  test.  The  results  are  given  in  Chapter  III. 

The  third  test  of  the  series  and  the  second  one  to  be  con- 
ducted by  the  writer  was  next  given.  It  was  desired  to  secure  by 
means  of  this  test  some  indications  of  the  importance  of  sound  in 
spelling.  For  this  purpose  the  writer  selected  about  one  hundred 
words  from  the  dictionary.  These  words  were  so  unusual  that  they 
would  be  nonsense  words  to  most  people,  and  especially  to  children 

i 

to  whom  the  tests  were  given.  The  first  ten  of  these  words  were  used  ( 
as  a preliminary  test  by  having  an  advanced  class  in  educational 
psychology  spell  them.  By  a study  of  the  results  all  doubtful  words  \ 
were  eliminated  and  enough  of  the  others  to  leave  50  words  for  the 
test.  These  were  all  such  that  no  student  in  the  advanced  class  had 
ever  heard  and  were  therefore  quite  sure  to  be  totally  unfamiliar  to 
pupilp  in  grade  seven. 


He  lost  the  pencil  you  bought. 


£pell,  ' pencil 


On  January  15,  1921,  this  test  was  given  to  the  178  pupils 
present  in  grade  seven.  In  the  scoring  of  papers  no  word  was  marked 
incorrect  which  represented  the  correct  sounds.  For  example,  it  had 


. 


13. 

been  impossible  to  secure  50  words  none  of  which  contain  sounds  that 
might  be  represented  by  two  or  sometimes  more  letters.  Thus,  ’karl- 
ing ' and  'carling'  were  considered  equally  correct,  as  were  ’ hilsa' 
and  ’hilsu’.  The  results  are  contained  in  Chapter  III. 

It  was  desirable  that  a fourth  test  should  be  given  which 
would  indicate  the  relative  importance  of  vision  to  audition  in 
spelling.  On  February  17  this  test  was  given.  The  words  used  were 
the  same  nonsense  words  that  had  been  spelled  in  the  test  for  audit- 
ory presentation.  It  was  believed  that  since  nothing  had  been  said 
to  the  pupils  concerning  the  results  of  Test  III,  and  as  the  pupils 
had  not  seen  what  words  they  had  misspelled,  that  this  interval  was 
sufficient  for  them  to  forget  what  they  might  perchance  have  remem- 
bered of  some  of  the  words.  In  order  to  give  visual  presentation  to 
the  entire  group  of  pupils  at  once  a large  chart  standing  six  feet 
high  was  constructed.  The  50  test  words  were  written  in  heavy  black 
letters  four  inches  high  on  a roll  of  paper.  A screen  with  oblong 
aperture  at  eye  level  covered  the  front  of  the  chart. 

By  means  of  a crank  the  roll  could  be  turned  and  the  words 
in  passing  downward  behind  the  screen  would  be  exposed  for  a moment 
at  the  aperture  in  the  screen. 

As  a preliminary  test  these  words  were  shown  to  five  girls 
in  grade  eight  and  the  rapidity  with  which  the  word  should  move  and 
the  desired  length  of  exposure  determined. 

On  February  17,  1921,  176  children  took  this  test.  For 
results  see  Chapter  III. 

The  latter  part  of  ?v!arch,  1921,  the  writer  gave  a series 
of  individual  tests  to  some  of  the  pupils  who  had  made  very  low 
spelling  scores,  or  who  had  made  a low  score  in  one  test  and  not  in 


the  others 


: 


14. 


The  first  test  was  Whipple's  whisper  test  for  acuity  of 
hearing.  Several  children  were  tested  together.  They  were  placed  at 
equal  distances  from  the  experimenter  and  directed  to  hold  their 
heads  erect  but  to  keep  eyes  down  or  closed.  They  recorded  numbers 
whispered  by  the  experimenter. 

Memory  span  was  tested  by  means  of  starch's  Memory  ^pan 

Test. 


Then  vision  was  tested  by  having  the  children  read  differ- 
ent sizes  of  print  on  a chart. 


* * 


15. 


Ill 

Statement  of  Results 

The  scores  of  all  children  taking  the  Illinois  General  In- 
telligence Examination  had  been  determined  in  terms  of  Mental  Age  and 
Intelligence  Quotient.  In  this  experiment  only  the  Intelligence  Quo- 
tient was  used.  Of  those  children  who  had  taken  this  general  intelli- 
gence test  and  also  took  the  first  spelling  test  the  scores  in  terms 
of  Intelligence  Quotient  ranged  from  144  to  53,  with  the  median  score 
at  91.  The  relation  of  these  scores  to  the  scores  in  the  first  spel- 
ling test  is  given  below.  Chart  I shows  the  distribution. 

As  described  in  Chapter  II,  the  children  were  tested  in 
spelling  ability  with  words  taken  from  Buckingham's  Extension  of  the 
Ayres  Spelling  Scale.  The  scores  on  the  143  words  spelled  by  181 
children  ranged  from  100%  to  4.89 % correct,  or  in  terms  of  error  from 
0 to  136  with  the  median  score  at  68.5%  or  45  errors.  According  to 
Ayres  and  Buckingham,  pupils  in  grade  seven  should  score  approximate- 
ly 79%  in  column  T and  73%  in  column  U.  (See  description  of  Scale  in 
Chapter  I)  Since  143  words  were  spelled,  the  children  may  have  be- 
come slightly  fatigued  and  this  may  to  a very  slight  degree  account 
for  the  lower  percentage.  However,  such  a list  of  words  would  neces- 
sarily not  be  equally  familiar  to  all  pupils  in  all  schools,  and  one 
school  might,  therefore,  have  a lower  percentage  and  another  a higher 
percentage  than  the  standard  score.  The  relation  of  the  percentage 
of  errors  in  the  two  columns  is  about  what  Ayres  and  Buckingham  have 
thought  normal . In  column  T there  were  30.2 % misspelled  and  in 


. 


. 


E H RRT  I 

TEST  I 


Illinois  General  Intelligence  ExarninatLon 


No  oj7 
Eases 
11 
iz 
40 

n 

3<c 
34 
32 
30 
2? 
?<o 
11 
11 
20 
IS 

I (o 

14 
12 
10 

1 
6 
4 

2 


rr  si 


SO-SS  60—6*1  10-7S  TO-% <7  SO-99  100-109  II0-JI9  120-/29  136-139  I90-I4S  IQ 


17. 

column  U there  were  38.2 % (omissions  not  included)  while  the  Spelling 
Scale  indicates  that  the  errors  should  be  about  21%  and  27%  respec- 
tively. Reference  to  Chart  II  shows  the  distribution  to  be  skewed 
toward  the  upper  end. 

In  the  next  test  the  pupils  spelled  nonsense  words  which 
the  experimenter  pronounced.  (See  list  in  appendix.)  (For  descrip- 
tion of  method  by  which  the  test  was  made  see  Chapter  II.)  The  scorer 
of  the  results  of  this  test  ranged  from  96%  to  0%  correct.  The  med- 
ian score  was  68%.  Chart  III  shows  the  distribution.  This  is  slight- 
ly more  like  the  normal  curve  of  distribution  than  the  curve  of  Chart 
II.  This  may  in  part  at  least  be  explained  by  the  fact  that  in  spel- 
ling these  nonsense  words  from  hearing  them  pronounced  a relatively 
untrained  capacity  was  being  tested,  while  in  the  previous  spelling 
test  many  of  the  pupils  were  in  some  way  familiar  with  most  of  the 
words,  either  by  having  heard  them  or  by  having  seen  them  in  their 
reading.  Doubtless  many  of  these  very  words  had  been  studied  by 
these  pupils  in  spelling  lessons  at  school. 

Test  IV  was  designed  to  enable  the  experimenter  to  test  the 
ability  of  children  to  spell  totally  unfamiliar  77ords  by  momentary 
visual  perception  of  them.  (See  description  in  Chapter  II  and  list 

i 

of  words  in  appendix)  In  this  test  the  scores  ranged  from  90%  to  0% 
correct  with  the  median  at  50%.  This  is  much  lower  than  the  median 
of  Tests  II  and  III  and  the  curve  of  distribution  is  less  skewed. 

This  is  at  least  partly  to  be  accounted  for  by  the  other  factors  than 
audition  which  aided  in  Test  III  and  by  the  limitations  of  mechanism 
which  hindered  in  Test  IV.  In  Test  III  the  pupils  were  allowed  to 
watch  the  lip  movements  of  the  experimenter  and  this  no  doubt  aided 
them.  In  Test  IV  the  words  had  to  be  large  enough  for  the  entire 
group  of  pupils  to  see  them  without  difficulty.  This  necessitated 


CHRRT  I 
TE5T  H 


18. 


Lalumna  T » V of  Buckingham’s  Extension  of  the 

FR  TE5  Spelling  Seale. 


fsj  d aj^  riG^'5 

c_as&& 

32  

30 

2? 

V* 


n 

20 

h?  

16 

14  

12 

10  

\ 

(d 

4 

2 

0-9  I0-J9  20-29  30-39  40-49  50-59  60-69  70-79  S0-S9  90-99  % nf  ujQ-rds 

L-OTTELtL^  Swelled 


CH  FIRTH 

TEST  TEL 


19. 


Spelling 


JrDm  Sound 


% □[ 


LU  QT-c\  S 

c_crr'recT 


CHRRT  TT 
TB5T  E 


20. 


5 pE.ll  lti  ^ ^rom  5hort  Ijisu-al  Perception 


cases 


% d]^  ujotc\e> 
COTT  eCt" 


21. 


the  writing  of  the  words  on  the  scroll.  If  a tachistoscope  had  been 
used  it  would  have  enabled  the  experimenter  to  use  the  printed  let- 
ters with  which  the  pupils  are  familiar  through  their  reading,  but 
would  have  necessitated  individual  testing.  Moreover,  this  spelling 
from  momentary  visual  perception  was  a strange  method  to  the  children 
They  are  used  to  spelling  from  hearing  the  words  pronounced  to  them 
for  that  is  the  ordinary  school-room  practice  in  testing  the  perfec- 
tion to  which  the  spelling  lesson  has  been  learned,  and  pupils  often 
write  from  dictation.  But  they  were  probably  excited  and  rather  ner- 
vous at  attempting  to  spell  from  what  they  saw  at  a glance. 

The  complete  records  of  the  children  are  listed  below 

( Chart  V ) . 


. 


Chart 


No.  of 


pupil 

IQ 

T2 

T3 

T4 

1 

112 

100 

92 

80 

2 

126 

97.2 

82 

56 

3 

80 

96.5 

73 

70 

4 

118 

96.5 

78 

76 

5 

119 

95.8 

76 

66 

6 

116 

95.8 

88 

28 

7 

86 

95.1 

70 

26 

8 

96 

95.1 

76 

62 

9 

112 

94.4 

68 

10 

109 

94.4 

90 

60 

11 

104 

93.7 

84 

64 

12 

104 

93.7 

88 

66 

13 

144 

93.0 

86 

20 

14 

118 

92.3 

92 

78 

15 

108 

91.6 

60 

66 

16 

91.6 

86 

74 

17 

90.9 

72 

42 

18 

88 

90.9 

74 

74 

19 

96 

90.9 

58 

20 

115 

90.9 

82 

90 

21 

113 

90. S 

68 

60 

22 

104 

90.2 

70 

50 

23 

100 

90.2 

84 

64 

24 

88 

89.5 

76 

66 

25 

104 

89.5 

90 

62 

26 

104 

88.8 

76 

62 

27 

124 

88.8 

52 

28 

81 

88.8 

46 

29 

96 

88.8 

72 

54 

30 

99 

87.4 

31 

86.7 

68 

52 

32 

112 

86.7 

88 

72 

33 

80 

86.0 

62 

74 

34 

140 

86.0 

72 

76 

35 

115 

86.0 

90 

76 

36 

76 

86.0 

37 

104 

85.3 

66 

58 

38 

86 

85.3 

68 

22 

39 

104 

84.6 

70 

50 

40 

116 

84.6 

82 

58 

41 

92 

83.9 

62 

68 

42 

89 

83.2 

74 

58 

43 

96 

82.5 

82 

54 

44 

100 

82.5 

72 

60 

45 

66 

82.5 

60 

60 

46 

108 

81.8 

80 

50 

47 

92 

81.8 

92 

66 

48 

81.1 

49 

104 

81.1 

88 

70 

50 

82 

81.1 

34 

56 

51 

72 

80.4 

50 

56 

52 

100 

80.4 

66 

62 

53 

126 

79.7 

84 

64 

54 

92 

79.7 

94 

40 

No.  of 


pupil 

IQ 

T2 

T3 

T4 

55 

100 

79.7 

50 

56 

100 

79.0 

57 

69 

79.0 

54 

44 

58 

109 

79.0 

72 

50 

59 

104 

79.0 

96 

62 

60 

71 

78.3 

56 

68 

61 

88 

77.6 

94 

36 

62 

100 

77.6 

70 

63 

82 

77.6 

60 

48 

64 

92 

77.6 

76 

73 

65 

92 

76.9 

70 

78 

66 

86 

76.9 

67 

111 

76.9 

72 

46 

68 

104 

76.2 

86 

38 

69 

76.2 

76 

70 

117 

76.2 

78 

60 

71 

76.2 

76 

30 

72 

79 

76.2 

78 

54 

73 

80 

74.1 

70 

44 

74 

88 

73.4 

84 

68 

75 

104 

72.7 

68 

50 

76 

104 

72  .7 

58 

38 

77 

116 

72.0 

46 

78 

85 

72.0 

58 

79 

84 

72.0 

76 

54 

80 

100 

72.0 

74 

81 

100 

71.3 

80 

58 

82 

81 

71.3 

86 

70 

83 

108 

71.3 

70 

42 

84 

71 

70.6 

62 

14 

85 

69.9 

74 

68 

86 

81 

69.9 

70 

87 

88 

69.2 

64 

88 

88 

69.2 

56 

42 

89 

104 

69.2 

68 

38 

90 

104 

68.5 

64 

60 

91 

95 

68.5 

64 

70 

92 

85 

68.5 

80 

30 

93 

112 

67.8 

60 

94 

86 

67  .8 

64 

56 

9.5 

85 

67.8 

46 

50 

96 

100 

67.8 

80 

70 

97 

91 

67.8 

98 

104 

67.8 

66 

48 

99 

67.8 

70 

58 

100 

88 

65.7 

54 

60 

101 

113 

64.3 

80 

66 

102 

84 

62.9 

26 

62 

103 

104 

62.9 

64 

58 

104 

76 

62.9 

72 

40 

105 

54 

62.9 

60 

106 

71 

62.2 

107 

87 

61.5 

70 

66 

108 

91 

60.1 

84 

23. 


No.  of 


pupil 

IQ 

t2 

T3 

T4 

109 

89 

59.4 

74 

56 

110 

75 

58.7 

82 

34 

111 

83 

58.7 

84 

42 

112 

108 

58.7 

68 

32 

113 

84 

58.7 

58 

78 

114 

84 

58.7 

52 

26 

115 

109 

58.7 

74 

60 

116 

89 

58.0 

70 

2 

117 

104 

58.0 

48 

42 

118 

126 

58.0 

50 

56 

119 

79 

57.3 

78 

64 

120 

92 

57.3 

56 

48 

121 

93 

57.3 

84 

42 

122 

92 

54.5 

70 

42 

123 

82 

54.5 

124 

92 

54.5 

52 

30 

125 

80 

54.5 

60 

38 

126 

96 

54  .5 

38 

8 

127 

93 

53.1 

36 

46 

128 

109 

53.1 

58 

68 

129 

88 

52.4 

74 

52 

130 

104 

51.7 

64 

131 

69 

51.0 

42 

12 

132 

71 

51.0 

56 

36 

133 

72 

50.3 

32 

12 

134 

80 

49.6 

46 

32 

135 

120 

48.9 

82 

26 

136 

96 

48.9 

52 

32 

137 

77 

48.2 

62 

34 

138 

76 

46.8 

62 

32 

139 

78 

46.1 

40 

38 

140 

100 

44.7 

70 

32 

141 

69 

44.05 

72 

30 

142 

81 

44.05 

54 

44 

143 

96 

43.3 

64 

62 

144 

71 

42.6 

46 

145 

109 

42.6 

68 

146 

71 

40.5 

68 

20 

147 

79 

40.5 

86 

60 

148 

92 

39.8 

58 

149 

85 

39.1 

42 

36 

150 

66 

38.4 

46 

34 

151 

72 

38.4 

34 

28 

152 

84 

38.4 

48 

22 

153 

76 

37.7 

64 

32 

154 

77 

37.7 

62 

76 

155 

79 

37.0 

34 

34 

156 

88 

37.0 

48 

8 

157 

88 

36.3 

50 

40 

158 

96 

35.5 

159 

65 

34.2 

44 

20 

160 

82 

34.2 

30 

46 

161 

75 

33.5 

54 

162 

33.5 

54 

No.  of 

pupil 

IQ 

T2 

T3 

T4 

163 

60 

32.8 

42 

18 

164 

53 

31.4 

8 

38 

165 

73 

30.7 

52 

30 

166 

79 

29.3 

50 

18 

167 

82 

27.9 

58 

10 

168 

27.2 

62 

50 

169 

109 

26.5 

62 

32 

170 

82 

25.8 

72 

4 

171 

65 

25.1 

26 

22 

172 

77 

24.4 

54 

24 

173 

96 

24.4 

52 

16 

174 

71 

23.0 

42 

44 

175 

67 

20.2 

176 

92 

16.7 

50 

30 

177 

77 

15.3 

38 

20 

178 

77 

13.9 

2 

62 

179 

79 

11.8 

42 

26 

180 

82 

11.8 

18 

181 

79 

4.8 

0 

32 

Took  only  T3, 

not  T3 

182 

96 

72 

183 

92 

58 

184 

88 

185 

86 

70 

186 

86 

56 

187 

82 

188 

78 

56 

189 

72 

40 

190 

70 

42 

191 

70 

74 

192 

64 

60 

193 

64 

44 

194 

60 

86 

195 

30 

14 

196 

30 

40 

Took 

only  T 

4 

197 

56 

198 

50 

199 

14 

200 

8 

201 

2 

• 

24. 


IV 

Relationships  as  Show  by  Tests 
Spelling  Ability  and  Intelligence 

For  the  purpose  of  studying  the  relations  between  the 
types  of  spelling  tests  and  the  relation  of  spelling  ability  as 
determined  by  these  tests  to  general  intelligence , coefficients  of 
correlation  between  the  results  of  the  various  tests  were  corre- 
lated. 

Starch  and  others  have  reported  high  correlation  between 
ability  in  the  different  school  subjects.  A few  experimenters  have 
attempted  to  determine  the  relation  between  general  intelligence  and 
ability  in  different  school  subjects. 

Kline  (29  ) in  a study  of  normal  school  students  found  that 
"spelling  abilities  of  the  subjects  agree  remarkably  with  their 
school  standing  and  general  working  efficiency.”* 

Murray  (38)  did  most  of  her  study  on  the  correlation  of 
spelling  ability  with  other  school  subjects,  but  found  a positive 
correlation  of  .42  for  spelling  with  general  ability  as  determined 
by  academic  grades.  Of  her  results  she  says: 

"Such  correlation  as  there  is,  however,  is  most  evident  in 
the  upper  and  lower  reaches  of  the  scale  : 50$  of  the  best  spellers 

*Kline,  L.  W.,  A study  in  the  Psychology  of  Spelling,  Journal  of 
Educational  Psychology,  vol.  3:381-400,  1912. 


. 


. 


. 


. 


. , 


, 


25. 


ranking  also  among  the  best  students,  whereas  only  £$  of  the  worst 
spellers  fall  in  this  class..,.  On  the  whole,  however,  it  will  be 
found  most  satisfactory  to  accept  general  learning  ability  as  the 
basic  factor  in  correct  spelling,  explaining  the  anomalies  by  refer- 
ence to  peculiarities  of  early  training,  of  the  individuals  sensory 
or  motor  equipment,  or  interests.”* 

Sears  (45)  shows  the  relation  between  general  ability  to 
do  all  kinds  of  school  work,  by  which  he  means  general  intelligence, 
and  ability  to  spell.  Of  this  definition  of  general  ability  he 
recognizes  the  limitations:  "While  such  a definition  of  the  term 
’general  ability*  would  be  of  no  use  in  psychology  it  does  serve  a 
purpose  in  organizing  time  schedules,  curricula,  lesson  assignments, 
etc."**  His  study  was  made  in  the  Oakland,  California  schools  and 
while  undertaken  in  the  interests  of  method  and  use  in  teaching  rath- 
er than  in  the  psychology  of  the  subject,  yet  his  conclusions  are 
worthy  of  notice.  He  found  accelerated  pupils  average  higher,  re- 
tarded pupils  are  when  groups  are  considered,  always  lowest  and  the 
differences  are  marked. 

Houser  (25)  made  a study  of  unselected  children  in  the  Al- 
meda,  California  schools  with  the  purpose  of  determining  the  relation 
between  teachers*  estimate  of  general  intelligence  and  ability  to 
spell,  as  measured  by  meaning  vocabularies  in  terms  of  defining  abil- 
ity. He  had  found  a high  correlation  between  teachers’  estimates 


*Murray,  Elsie,  The  Spelling  Ability  of  College  Students,  Journal 

of  Educational  Psychology,  vol.  10:357-76,  1919 

**Sears,  J.  B.,  Spelling  Efficiency  in  the  Oakland  Schools,  School 

and  Society,  vol.  2:531-7,  1915. 


* 

. 

. 


, . . 


. , 

: 


. 


» 

•• 

i 


. 


26. 


of  intelligence  and  the  scores  with  the  Binet-Simon  tests  in  these 
schools.  According  to  the  Pearson  method  of  determining  coefficient 
of  correlation  the  relations  were  as  follows: 

Grades  Correlation 

5B  -f. 596 

6B  +.346 

The  average  coefficient  of  correlation  for  grades  4B  to  8B 
inclusive  was : 

Spelling  and  general  intelligence  +.530 

Spelling  and  meaning  +.624 

Meaning  and  intelligence  +.393 

His  conclusions  may  well  be  quoted: 

"The  correlation....  would  seem  to  be  high  enough  to  de- 
serve being  called  significant.  That,  however,  these  relationships 
within  each  grade  and  in  the  average  should  indicate  in  all  but  one 
instance  a considerably  higher  correlation  between  spelling  ability 
and  intelligence  than  between  meaning  vocabularies  (or  defining  abil- 
ity) and  intelligence  is  little  short  of  surprising."* 

Hollingworth  (24),  in  her  study  of  children  with  special 
disability  in  spelling  found  the  correlation  between  spelling  abil- 
ity and  general  intelligence.  She  used  the  Stanford  Revision  of  the 
Binet-Simon  Scale  for  testing  mental  age  and  intelligence  quotient, 
and  the  Ayres  Measuring  Scale  for  determing  the  degree  of  spelling 
ability.  By  the  Pearson  method  she  found  the  correlations  to  be 

*Houser,  J.  D. , Spelling  Ability  and  General  Intelligence,  Elemen- 
tary School  Journal,  vol.  16:  190-99,  1915. 


' 


- 


. 


. 


27. 


very  small. 


M.A.  & Sp. 

First  Semester  Group  +.237 
Second  Semester  Group  +.081 
Control  Group  +.419 
Mixed  Group  +.120 


I.Q.  & Sp. 
+ .313 
+ .169 
+ .470 
+ .342 


Of  these  results  she  says : 

"The  inference  must  therefore  be  that  in  the  case  whioh 
we  have  here  under  consideration  inability  to  spell  is  not  very  close- 
ly connected  with  general  mental  capacity. 

"As  to  how  far  this  lack  of  correlation  between  General 
Intelligence  and  Spelling  Ability  would  hold  for  groups  of  children 
selected  at  random  our  data  do  not  inform  us.  It  is  true  that  in 
the  case  of  our  Control  Group  composed  of  children  not  selected  for 
special  disability  in  spelling  (but  for  arithmetic  ),  the  correlation 
between  Spelling  Ability  and  General  Intelligence  is  appreciably 
higher  than  in  the  groups  composed  of  poor  spellers,  and  this  evi- 
dence, though  not  sufficiently  extensive  to  be  regarded  as  a basis 
for  generalization,  suggests  that  among  children  chosen  at  random... 
the  correlation  between  General  Intelligence  and  Spelling  Ability 
might  be  greatly  increased."* 

Since,  however,  the  study  by  Houser  was  made  with  teachers’ 
estimates  as  a measure  of  intelligence , and  the  one  by  Hollingworth 
dealt  particularly  with  children  of  special  disability  either  in 
spelling  or  arithmetic,  and  as  there  has  been  found  a significant  if 


*Hollingworth , Leta  S.,  The  Psychology  of  Special  Disability  in  Spell- 
ing, Teachers  College,  Columbia  University,  Contributions 
to  Education,  no.  88,  1918 


. 


■ 


, t 


B 

, 


28. 


not  high  correlation  between  ability  in  the  various  school  subjects 
the  results  could  not  in  these  cases  be  considered  representative  of 
children  of  unselected  groups. 

Working  with  all  the  children  of  the  seventh  grade  of  one 
city,  the  writer  sought  to  arrive  at  rather  definite  conclusions  con- 
cerning the  relation  of  spelling  ability  to  general  intelligence. 

Two  hundred  and  one  children  were  enrolled  in  grade  seven. 

The  mental  tests  which  form  the  Illinois  General  Intelli- 
gence Examination  (See  appendix)  had  been  given  these  children  by 
members  of  the  Bureau  of  Educational  Research  of  the  University  of 
Illinois  in  October,  1920.  The  Intelligence  Quotient  of  children 
taking  this  test  was  the  measurement  of  intelligence  used.  The 
scores  from  Test  II  given  December  7,  1920  (See  appendix)  were  used 
as  the  measure  of  ability  in  spelling.  In  making  the  comparison,  the 
scores  of  all  children  who  took  both  the  Illinois  General  Intelligence 
Examination  and  the  spelling  test  were  used.  This  was  171.  The  cor- 
relation was  made  by  the  Pearson  method. 

A positive  correlation  of  .53  was  found  between  intelligence 
quotient  and  spelling  ability.  This  correlation  is  significant. 

While  it  is  not  so  close  a correlation  that  we  can  say  a child  of 
high  general  intelligence  will  be  of  high  ability  in  spelling,  still 
it  is  close  enough  to  imply  that  most  children  of  high  general  in- 
telligence are  not  likely  to  be  very  poor  in  spelling,  and  that  a 
child  of  very  poor  spelling  ability  will  not  usually  be  found  among 
the  highest  in  general  intelligence.  Such  cases  as  Mrs.  Hollingworth 
(24)  studied  (special  disability  in  spelling)  then  seem  to  be  infra- 


♦ 


. 


* 


29. 


quently  found*  In  fact  among  the  two  hundred  and  one  pupils  of  grade 
seven  studied,  the  writer  attempted  to  find  a few  who  were  poor  in 
spelling  only,  and  failed.  Individual  conferences  with  pupils  and  a 
study  of  teachers’  marks  showed  only  one  pupil  failing  in  spelling 
and  not  in  any  other  subject.  This  girl,  A.B.,  explained  to  us  that 
she  has  serious  difficulty  in  either  oral  or  silent  reading  but  from 
knowledge  gained  in  class  recitation  work  was  able  to  pass  the  exam- 
inations on  content.  Her  reading  mark  then  did  not  indicate  her  dis- 
ability in  that  subject  while  her  spelling  mark  did.  (See  individual 
studies  in  Chapter  VII). 

Certain  children  who  made  a very  low  score  in  the  spelling 
test  were  found  to  have  as  high  as  89  as  a semester  mark  in  spelling. 
They  attempted  to  explain  this  by  saying  that  they  could  memorize  the 
lists  of  words  necessary  to  pass  the  examinations  but  were  unable  to 
remember  correct  spelling  for  a very  long  time  or  to  spell  words  they 
had  heard  and  had  themselves  used  orally  but  had  not  studied  just 
previous  to  the  spelling  test.  A search  among  the  scores  of  the  20 
poorest  spellers  for  some  having  a high  I.Q.  revealed  but  one  above 
96.  This  one  had  an  I.Q.  of  109.  The  correlation  of  the  spelling 
scores  to  the  I.Q. 's  was  then  found,  using  the  10  best  and  the  10 
poorest  spellers.  By  the  Spearman  rank  method  this  was  found  to  be 
+.708.  This  is  much  higher  than  the  correlation  for  the  entire  group 
and  indicates  that  the  correlations  are  closer  in  the  upper  and  lower 
ends  of  the  curve  of  distribution.  This  is  the  reverse  of  conditions 
found  by  Hollingworth  (24).  But  in  selecting  the  children  who  were 
poor  in  spelling  she  also  made  it  a condition  that  they  should  not 


g • 

... 


. 


. . 

■ ; 


30. 


be  pupils  who  were  poor  in  other  subjects.  This,  then,  limited  her 
number  of  poor  spellers  and  prevented  the  correlations  from  being 
representative  of  the  class  called  *poor  spellers.*  Our  findings 
agree  with  the  general  statement  that  Murray  (38)  makes:  "Such  cor- 
relation as  there  is,  however,  is  most  evident  in  the  upper  and  lower 
reaches  of  the  scale . 


Other  Correlations 

The  spelling  test  (Test  II)  and  spelling  from  auditory  pre- 
sentation (Test  III)  were  found  by  the  Pearson  method  to  have  a posi- 
tive correlation  of+,71.  When  the  10  highest  and  10  lowest  scores 
were  used  they  were  found  by  the  Spearman  rank  method  to  have  a cor- 
relation of + .84. 

The  correlation  between  the  spelling  test,  (Test  II)  and 
spelling  from  visual  presentation  (Test  IV)  was  +.42.  This  is  much 
lower  and  indicates  that  the  factors  employed  were  not  those  most 
frequently  used  in  spelling.  The  fact  that  the  words  exposed  were 
in  large  script  rather  than  the  usual  print  undoubtedly  increased  the 
difficulty. 

Tests  III  and  IV  had  a correlation  of  +.46. 


*Murray,  Elsie  A.,  The  Spelling  Ability  of  College  Students,  Journal 

of  Educational  Psychology,  vol.  10-357-76,  1919. 


? 


. 


. 


. 

■ 


. 

. 

. 

. 

. 

* 

. , 


V 


Auditory  and  Visual  Presentation  of  Material 

This  phase  of  the  psychology  of  the  spelling  process  has 
probably  received  more  study  than  any  other*  It  is  highly  important 
for  it  determines  much  concerning  the  pedagogical  methods  to  be  em- 
ployed. If  visual  presentation  produces  the  best  results  it  should 
be  carefully  studied  and  used  to  most  advantage.  And  so  with  audit- 
ory presentation  if  it  prove  the  more  effective.  There  have  been 
ardent  advocates  of  both  types. 

Lay  (31)  has  done  much  research  on  this  question.  Burnham 
(9)  says  of  his  findings  that  his  "problem  was  to  determine  the  value 
of  orthographic  exercises  and  wherever  possible  to  determine  the 
share  which  perceptions  of  hearing,  sight,  speech  movement,  and  writ- 
ing movement  have  in  spelling. " * In  an  experiment  on  3,000  indi- 
viduals he  concluded  that  "the  results  were  sufficient  to  demonstrate 
that  the  motor  presentations  which  occur  by  the  activity  of  the  vocal 
organs  and  the  hands  have  a predominant  share  in  orthography,  and 
that  the  ear  has  far  less  influence  than  the  eye.”  * 

Carmen  (10)  made  three  experiments  upon  adults.  The  tests 
were  for  observation  progressively  decreasing  in  likeness  to  words. 
°he  says,  "We  see  a decrease  of  the  difference  in  observational  abil- 
ity...as  the  data  to  be  observed  become  more  and  more  unlike  words. 


* Burnham,  W.H.,  The  Hygiene  and  Psychology  of  Spelling, 

Pedagogical  Seminary,  vol . 13:  474-99,  1906 


' 


32. 


Ability  to  spell  well,  therefore,  implies  not  a general  habit  or 
power  of  observation,  but  a special  ability  to  notice  small  differ- 
ences in  words.”  **  Of  the  manner  she  thinks  best  for  teaching  she 
suggests  that,  "Directing  the  attention  to  the  appearance  of  words 
in  the  whole  field  of  early  reading  would  fix  the  correct  forms  in 
the  mind  and  establish  the  habit  of  noticing  spelling  so  that  later 
reading  would  provide  the  definite  knowledge  necessary.”  ** 

According  to  Bormann  (5)  ’’There  is  no  simpler  or  more 
secure  method  than  that  of  accurate  copying;  for  every  man  retains 
better  the  impressions  received  by  the  eye  than  those  received  by 
the  ear.  Just  as  one  who  hears  only  correct  speech  learns  to  speak 
correctly,  so  one  who  sees  always  only  correct  writing  learns  by 

this  means  to  write  correctly The  task  of  orthography  is  to 

help  the  children  to  imprint  the  physiognomy  of  the  words  upon  the 
mind,  a process  which  naturally  occurs  predominantly  by  means  of  the 
eye.”  *** 

Grupe  (21)  cites  Meumann  (21  ) as  advocating  that  the  best 
method  is  ”to  combine  the  sight  of  the  new  word  with  the  analytical 
copying  of  it,  plus  at  least  the  whispered  pronunciation  of  its  con- 
stituent elements.”  ****  While  he  thus  emphasizes  motor  elements, 
yet  he  states  ’’that  visual  presentation  is  far  easier  for  learning, 
both  for  children  and  adults,  and  that  this  rule  holds  for  all  ma- 
terial though  more  especially  for  nonsense-syllables.”  **** 

**  Carmen,  E.Kate,  The  Cause  of  Chronic  Bad  Spelling,  Journal  of 

Pedagogy,  vol . 13:86-91 

***  Burnham,  W.E.,  The  Hygiene  and  Psychology  of  Spelling, 

Pedagogical  Seminary,  vol.  13:474-99,1906 

Grupe,  Mary  A.,  Review  of  Pedagogical  studies  in  the  Teaching 
of  °pelling.  Education  vol.  34:  1-19,  1913 


**■»-  * 


• . 


- 

„ 


Abbott  (1)  cites  memory  studies  and  her  conclusion  is 


33. 


similar  concerning  nonsense-syllables • ’’The  general  result  of  their 
studies  has  been  that  either  the  visual  or  the  auditory  presentation 
may  be  the  better,  depending,  first  upon  the  age  of  the  person,  and 
second,  upon  whether  the  material  is  meaningless,  or  meaningful.  For 
meaningless  material,  nonsense  syllables,  visual  presentation  is  the 
better  irrespective  of  age.”  * 

”It  is  obvious  that  in  the  recall  the  writing  of  a word 
may  follow,  fa)  the  auditory  imagery  of  the  letters,  or  (b)  the 
visual  imagery  of  the  letters,  or  (e)  the  incipient  vocalization  of 
the  letters.  It  is  also  obvious  that  the  word  may  be  learned  through 
auditory  or  through  visual  perception,  and  that  in  either  case  the 
learning  may  be  aided  by  accompanying  vocalization,  and  perhaps  also 
by  simultaneously  writing  it.”  * 

Wawrzyk  (58)  went  to  the  extreme  of  maintaining  that  "along 
with  sight  and  hearing  the  muscle  sense  of  the  hands  and  of  the 
speech  organs  should  be  considered,  since  these  play  an  important 
role  in  the  comprehension,  retention  and  reproduction  of  words.”  ** 

He  would  have  all  oral  spelling  eliminated. 

Dependence  on  Age 

That  appeal  to  auditibn  or  vision  should  depend  in  great 
part  upon  the  age  of  the  subject  has  been  advocated  by  many,  ^ome 
have  emphasized  the  need  for  more  attention  to  hearing  in  young 
children,  while  others  believe  that  since  vision  seems  to  aid  more 
in  adult  spelling,  this  appeal  should  be  utilized  as  much  as  possible 

* Abbott,  Edwina  E.,  Memory  Consciousness  in  Orthography,  Psycholog- 
ical He view  Monograph  Supplement  XI 

**  Burnham,  W.E.,  The  Hygiene  and  Psychology  of  Spelling, 

Pedagogical  Seminary,  vol. 13:474-99, 1906 


'??y; 


t 


- 


3471 

with  children,  looking  toward  the  form  they  will  find  most  useful  in 
later  year?. 

Diesterweg  (17)  is  quoted  by  Burnham  (9):  "While  the  spell- 

I 

ing  of  words  in  a foreign  tongue  may  be  learned  by  the  eye  alone,  in 
the  living  mother-tongue  the  chief  tool  is  the  ear,  that  the  differ- 
ent branches  of  instruction  in  language,  hearing,  speaking,  reading, 
and  writing  are  interrelated  and  form  a connected  whole.  No  part 
should  be  isolated,  and  in  all  the  aim  should  be  a perfect  under- 
standing of  the  speech.  While  in  spelling  the  chief  emphasis  should 
be  placed  on  the  ear  in  the  lower  grades,  nevertheless  in  the  later 
grades  the  eye  should  take  the  lead.”  * 

Lester  (32)  gives  a similar  view  quoting  Lay  and  Pohlman 
as  authorities,  saying  they  "have  made  it  probable  that  during  the 
earlier  years  spelling  should  be  taught  by  combined  appeal  to  motor 
memory  (articulatory  and  graphic),  together  with  visual  and  audit- 
ory; and  that  the  visual  memory  improves  as  the  child  approaches 
maturity,  and  finally  becomes  the  chief  resource  of  the  adult."  ** 
Kirkpatrick  (28)  found  by  some  experiments,  that  written 
names  were  remembered  better  than  spoken  names.  He  attributes  the 
superiority  of  younger  children  in  memory  of  spoken  words  over 
written  to  the  fact  that  "they  have  not  had  so  much  practice  in  deal-! 
ing  with  visual  as  with  spoken  words.”  *** 

Shields  (46)  discusses  this  question  at  length:  "The 
child  of  six  entering  school  has  a large  spoken  vocabulary  (no  writ- 
ten language)  so  it  follows  that  we  should  proceed  to  build  up 

* Burnham,  W.H.,  The  Hygiene  and  Psychology  of  Spelling,  Pedagogical 

Seminary,  vol.  13:474-99,  1906 

**  Lester,  J.A.,  Teaching  Freshmen  to  °pell , English  Journal, 

vol.  5:404-410 

***Kirkpatrick,  E.A.,  An  Experimental  '’tudy  of  Memory,  Psychological 

Review,  vol.  1:  602-9,  1894 


. 


* 


35. 

visual  word  memories  from  the  oral  vocabulary  developing  relation- 
ships between  oral  and  written  words,  translating  the  one  into  the 
other.  Also,  teach  the  meaning  of  the  written  word  from  its  rela- 
tionship to  the  thing  signified.” 

According  to  permanency  of  results  he  says,  "The  teacher 
who  takes  this  view  of  the  matter  will  be  likely  to  lay  chief  em- 
phasis on  the  visual  method  of  teaching  spelling,  and  to  use  the 
oral  method,  if  at  all,  in  a secondary  capacity. 

"In  so  far  as  the  oral  method  may  aid  in  pronunciation  and 
syllabification  it  is  valuable,  but  these  are  secondary  considera- 
tions in  view  of  the  main  end  to  be  attained  in  teaching  spelling, 
which  is  correct  writing,  a process  which  depends  mainly  upon  the 
clearness  of  the  visual  word  image  and  associated  muscle  memories."* ** 
From  experimentation  Winch  (60)  says:  "I  suggest  that  the 
degree  of  mental  development  is  roughly  the  determining  factor,  mod- 
ified somewhat  by  prevailing  school  methods 

"We  must  in  education  look  forward  rather  than  backward, 
and  as  soon  as  there  is  a reasonable  probability  that  children  will 
succeed  as  well  by  silent  (visual)  individual  methods  they  should  be 
adopted."  ***  j 

Concerning  the  method  of  presentation  and  manner  of  recall 
Burnham  (9)  is  particularly  interesting:  "The  memory  of  the  word-to- 
be  written  is  made  up  of  auditory  images  of  the  different  sounds  com 
posing  the  words,  or  the  motor  images  of  the  hand  movements  involved 


* Shields,  T.  C.,  Teaching  the  Child  to  spelit  Catholic  Educational 

Review,  vol.  2:  841-53 


* 


Ibid 


***Winch,  W.  H.,  Further  Experimental  Researches  on  Learning  to 

^pell.  Journal  of  Educational  Psychology,  vol.  5: 


449-60,  1914 


. • 


36. 

in  writing  the  letters,  or  it  may  he  made  up  of  any  two  or  all  of 
these  classes  of  imager. 

"The  modality  of  the  imager  in  any  concrete  care  is  deter- 
mined by  two  things.  First,  by  the  general  tendency  of  the  indi- 
vidual's mind,  some  being  ear-minded  or  having  a special  tendency  to 
think  in  auditory  imager;  others  being  eye-minded  or  having  a spec- 
ial tendency  to  think  in  visual  imager,  and  still  others  motor-minded 
or  having  a special  preference  for  motor  images,  or  finally,  others 
of  a mixed  type.  Second,  the  modality  of  the  images  is  determined 
by  the  method  by  which  one  learned  to  spell  the  given  word,  being 
auditory  perhaps  if  one  learned  by  dictation,  or  visual  if  one  learn- 
ed by  reading,  or  speech  motor  if  one  learned  by  oral  reading,  or 
hand  motor  if  one  learned  by  copying. 

"It  was  found  that  the  different  memories  cannot  be  tested 
as  isolated  memories.  In  testing  the  visual  memory,  for  example, 
it  was  noted  that  many  children,  in  spite  of  admonitions  to  the  con- 
trary, moved  their  lips  and  throat.  In  the  auditory  tests,  too, 
short  lip  movements  were  noted  in  some  pupils."  * 

Concerning  the  manner  of  receiving  stimuli  and  the  express- 
ive mechanism  Kline  (29)  found  in  experiments  that,  "Interference 
with  preferred  form  of  expression  proved  a handicap  in  the  first 
series,  but  became  a negligible  quantity  toward  the  end  of  the 
second;  on  the  contrary  interference  with  the  dominant  receptive 
mechanism  persisted  fairly  uniformly  throughout  both  series."** 


* Burnham,  W.  H.,  The  Hygiene  and  Psychology  of  Spelling,  Pedagog- 
ical Seminary,  vol.  13:474-99,  1906 

**  Kline,  L.W.,  A 3tudy  in  the  Psychology  of  spelling,  Journal  of 

Educational  Psychology,  vol.  3:381-400,  1912 


' 


. ■ 


- - 


* 

* 


37. 


Appeal  to  Many  Senses 

''medley  (47)  believed  that  most  good  spellers  are  of  the 
visual  type  and  gave  tests  "to  determine  how  the  power  of  auditory 
memory  compares  with  visual  memory  when  actually  employed  in  learn- 
ing to  spell."  * He  pointed  out  that  while  he  be lie^d auditory  mem- 
ory is  stronger  with  children  yet,  "audio-visual  is  always  stronger 
and  audio-visual-articulatory  best."  * 

Williams  (59)  also  believes  in  appeal  to  many  senses: 
"Because  of  intimate  and  close  connection  existing  between  the  dif- 
ferent areas  of  the  brain,  it  is  clear  that  knowledge  gained  through 
many  senses  is  more  permanent  than  if  acquired  through  only  one  or 
two  channels.  °ince  ability  to  spell  correctly  depends  upon  the  ac- 
quisition of  correct  imagery  this  must  be  gained  in  the  first  place 
by  the  focalization  of  attention  upon  the  word  by  means  of  the  senses 
— visual,  auditory,  vocal  and  motor."  ** 

Eenmon  (23)  discusses  this  question  but  does  not  agree 
with  others  in  the  need  for  appeal  to  many  types  of  imagery: 

"It  is  generally  claimed  that  with  younger  children  aud- 
itory presentation  gives  the  better  results,  except  for  meaningless 
material,  while  in  older  children  and  adults  visual  presentation 
is  better  than  the  auditory."  *** 

But,  "too  great  an  increase  in  the  number  of  possible  cues 
may  be  distracting  and  reduce  the  force  of  associations.  This  might 

* '’medley,  F.W.,  Spelling,  U.  Q.  Commissioner  of  Education  Report, 

vol . 1:1137-8,  1902 

**  Williams,  H.R.,  The  Teaching  of  Spelling,  Journal. of  Education, 

vol.  80:665-66,  1914 

jlp 

Henmon,  V.A. C. , The  Relation  Between  the  Mode  of  Presentation 

and  Retention.  Psychological  Review, Vol. 19 : 

79-96,  1912 


' 


- 


38. 

be  expected  where  the  natural  appeal  If  to  one  sense,  as  in  colors  or 
tones ..... .The  results  of  experimental  investigation  are  inconclusive 

He  states  that  auditory  presentation  is  "superior  to 
visual  in  immediate  memory  of  adults,  a result  attributable  to  the 
greater  ease  and  freedom  of  visualization  with  auditory  presentation 
and  the  greater  effort  of  attention  required."  * 

This  relation  of  auditory  and  visual  presentation  to  the 
spelling  process  was  studied  by  the  writer  in  the  series  of  tests 
given  to  grade  seven.  (Pee  Chapter  II)  In  Test  III  the  children 
were  to  spell  entirely  unknown  words  by  hearing  the  experimenter 
pronounce  them.  (Pee  Appendix)  A month  later,  when  they  had  for- 
gotten the  words  pronounced,  they  were  given  Test  IV.  The  words  of 
this  test  were  the  same  as  those  of  Test  III  (Pee  Appendix)  but  were 
now  given  visual  rather  than  auditory  presentation.  The  tachisto- 
scopic  method  used  was  described  in  Chapter  II, 

The  scores  in  the  auditory  presentation  were  higher  than 
those  in  visual  presentation,  the  median  of  the  former  being  68  and 
of  the  latter  50  (Pee  charts  in  Chapter  III) . 

The  decisions  of  some  of  the  experimenters  on  visual  and  I 
auditory  presentation  of  spelling  words,  have  been  quoted  above.  In 
our  tests  auditory  presentation  was  superior.  Whether  most  of  the 
previously  mentioned  writers  would  class  the  children  of  grade  seven 
as  young  children  or  with  those  nearing  adult  conditions  is  a ques- 
tion. Their  ages  range  from  10  to  16. 

The  writer  is  convinced  that  because  of  the  visual  aid 
secured  from  watching  the  lip  movements  of  the  experimenter  in  Test 
III  and  the  familiarity  of  pupils  with  spelling  words  from  pronun- 
ciation by  the  teacher,  and  the  unfamiliarity  with  a test  of  the  type 


Henmon, V.a. C. , The  Relation  Between  the  Mode  of  Presentation  and 
Retention.  Psychological  Review,  y0l  19  : 79“96.1912 


. 


. 


, . . 

» ( 


of  Teet  IV  together  with  the  limitation  caused  by  the  necessity  of 
using  pcript  instead  of  print,  and  large  rather  than  the  small  letter* 
with  which  pupils  are  familiar.  The  fact  that  stood  out  was  the  close 
relation  of  spelling  ability  to  the  ability  to  hear  and  see  well. 

This  was  brought  out  in  Chapter  II  which  discusses  correlations.  No 
tests  were  made  to  determine  the  importance  of  auditory  and  visual 
imagery  in  spelling,  but  the  tests  for  auditory  and  visual  presenta- 
tion show  the  importance  of  impressions  through  these  two  sense 
avenues  in  learning  to  spell. 

In  the  automatization  of  spelling  we  do  not  realize  the 
parts  that  audition,  vision,  and  articulatory  and  graphic  sensations 
play,  for  the  elements  do  not  stand  out,  yet  they  are  present  and 
are  closely  interwoven  with  each  other. 

Internal  Speech 

When  the  children  were  taking  the  test  for  auditory  pre- 
sentation of  unfamiliar  words  they  watched  the  movements  of  the  ex- 
perimenter's lips  and  were  usually  seen  to  form  the  word  with  their 
own  lips  and  mouth.  In  many  cases  where  there  was  no  visible  move- 
ment there  were  undoubtedly  slight  and  probably  only  half  formed 
movements  of  the  speech  organs. 

?uch  concomitant  inner  speech  has  been  found  to  be  almost 
invariably  present  during  silent  reading  and  much  of  it  would  be 
found  by  similar  testing  of  the  spelling  process. 


■ 


a 


■ v 


40. 


VI 

Study  of  Errors 

Several  investigators  have  studied  spelling  errors  and 
classified  them.  The  words  classified  and  the  methods  of  classifica- 
tion have  differed. 

Cornman  (15)  studied  the  misspellings  of  children  writing 
all  the  words  possible  in  fifteen  minutes.  He  developed  a careful 
classification:  (1)  those  due  to  motor  incoordi nation,  including 
omission,  addition,  change,  confusion  of  m and  n,  transposition, 
wrong  letter  doubled,  sensori-motor  attraction  and  ideo-motor  attrac- 
tion, (2)  sensory  incoordination  including  phonetic,  standard  (depen- 
dent on  standard  pronunciation) , local  (faulty  pronunciation) , con- 
fusing (ei,  ie,  doubling  of  single  letters,  non  doubling)  and  (3) 
complication  arising  from  a combination  of  motor  and  sensory  errors. 

Foster  (19)  classified  2005  spelling  errors  of  college  stu- 


dents as : 

Carelessness  467 
Mispronunciation  259 
Insertion  of  silent  letters  388 
Omission  465 
Order  of  ie  and  ei  31 
Confusion  of  al  and  le  33 
Confusion  of  ent  and  ant  24 
Confusion  of  se , ce,  ze  44 


. . 


. 


41. 

Confusion  of  able,  ible , ance , enoe  28 
Spelling  er  as  pronounced.  167 

Due  to  all  other  causes  99 

2005 

Hollingworth  (24)  includes  a chapter  on  determinants  of  er- 
ror. These  are  studied  from  a psychological  point  of  view  according 
to  the  oauses  of  misspellings,  as  lapses,  idiosyncracy , syllabica- 
tion, and  knowledge  of  meaning. 

In  the  course  of  checking  all  the  misspelled  words  in  the 
papers  from  the  Ayres-Buckingham  Spelling  Test,  Test  II,  certain  sort  i 
of  errors  seemed  to  be  more  frequent  than  others;  certain  words  seems  . 
to  be  misspelled  a greater  number  of  times  than  others;  and  some 
words  were  misspelled  many  times  in  but  few  ways  and  vice  versa.  We 
have  hers  attempted  to  reach  some  conclusions  concerning  errors  in 
spelling. 

The  words  used  were  74  words  of  Column  T of  Buckingham's 
Extension  of  the  Ayres  Spelling  Scale  and  69  of  Column  U,  making  a 
total  of  143  words.  There  were  181  children  who  took  this  test  and, 
therefore,  a total  of  25,883  spellings.  Of  these  438  words  were  omit' 
ted  or  unfinished  and  8,711  misspelled, making  a total  of  9,149  errors 
or  35.3%.  For  the  sake  of  clearness  this  is  given  below: 

Chart  VI 

Misspelled  T.  errors  % of  errors 
8,711  9,149  35.3 

Comparison  of  Columns 

A tabulation  of  the  total  misspellings  in  the  two  columns 
reveals  the  greater  difficulty  of  Column  U: 


Total 

spelling  words  Omitted 
25,883  438 


. 


- 


42. 


Chart  VII 

Spellings  Misspellings  misspellings 


Column  T 13,394  4036  30.1 

Column  U 12,489  4675  37.4 

Omissions  are  not  included  here.  These  results  conform  to  the  exper- 
imental results  of  those  who  formulated  the  Scale  in  that  Column  U 
shows  greater  difficulty  as  a whole  than  Column  T. 

But  as  all  words  within  a column  were  not  misspelled  an 
equal  number  of  ways  or  an  equal  number  of  times  a tabulation  was 
made  to  reveal  the  variations  present.  In  column  T the  number  of 
ways  misspelled  varies  from  4 to  57.  'Guess'  was  misspelled  in  but 
4 different  ways  while  'associate'  was  misspelled  in  57  different 
ways.  In  total  number  of  times  the  range  was  from  8 for  'folks'  to 
121  for  'burglar'.  This  shows  that  words  determined  by  experimenta- 
tion to  be  approximately  equally  difficult  vary  greatly  in  difficulty 
for  a totally  different  group  of  pupils  even  though  both  groups  are 
of  unselected  children.  In  Column  U the  variation  in  number  of  ways 
misspelled  is  from  1 for  'meant*  to  64  for  'almanac'  and  in  number 
of  times  from  19  for  'citizen'  to  133  for  'siege'.  From  this  it  is 
seen  that  the  word  misspelled  the  greatest  number  of  ways  may  not  be 
misspelled  the  greatest  total  number  of  times.  Chart  VIII  below 
shows  this . 

Chart  VIII 

Column  T Column  U 

Ways  misspelled 

Least  4 'guess'  1 'meant' 

Greatest  57  'associate'  64  'almanac' 


. 


■ 

. 


- 

' 


43. 


Chart  VIII  Continued 
Column  T Column  U 

Times  misspelled 


Least 

8 

'folks ' 

19 

'citizen 

Greatest 

121 

' burglar ' 

133 

' siege ' 

Charts  IX  and  X show  the  variation  between  words  of  the 
same  column  both  in  number  of  ways  misspelled  and  in  total  number  of 
times  misspelled.  If  the  words  were  of  equal  diffioulty  they  would 
form  a straight  horizontal  line  instead  of  the  uneven  line  of  Charts 
IX  and  X. 

Chart  X reveals  the  fact  that  words  in  the  lower  part  of 
Column  U tended  as  a whole,  to  be  misspelled  a greater  number  of 
times  than  those  in  the  upper  or  first  part  of  the  column. 

This  variation  is  of  great  importance  in  teaching.  Such  a 
word  as  'guess'  (See  Chart  VIII)  has  been  misspelled  in  but  4 ways. 

Of  these  4 ways  5 persons  misspelled  it  'gess'  and  4 misspelled  it 
'guest',  thus  comprising  9 of  the  total  13  times  or  69%  of  the  number 
of  times  misspelled  and  50%  of  the  number  of  ways.  This  word  would, 
then,  present  but  few  types  of  difficulty  to  pupils  in  school.  In 
contrast,  the  word  'associate'  which  is  misspelled  in  57  different 
ways  and  a total  of  85  times  would  present  many  varied  diff iculties . 
The  greatest  number  of  times  it  is  misspelled  in  any  one  way  is  8 
in  the  form  'accosiate',  and  second  greatest  is  7 in  the  form, 
'asociate'.  This  constitutes  only  15  times  or  17%  of  the  total  85 
misspellings.  In  the  case  of  a word  like  this  the  teacher  must  watch 
for  and  correct,  or  prevent  many  types  of  errors.  (See  'associate' 
in  lists  in  appendix.)  Chart  XI  and  XII  show  % of  total  errors  con- 
tained in  2 greatest  ways  misspelled. 


- 


. 

' 


44 


a >. 

o 3 
Z 3 


UVT3 
° & 
0 1 


a) 

f “3 

r r 

z I 


I ?3  ^5G1  ? *T  10  II  12  13  M)5  /6fl  I?l92fl2|  ^a^ZTlgrl  S23  3031  323334  35  363il3?3n  4213^151*11  $^«5$S&S1  ^5^061  62«61«r66fc1ttM  70*11  *273  7? 


G h a~rT  X" 


ZlUfcT?1!  Hll  IZ  13  1^  IS  16  11  (1  ft  20£l  22  23  2627  ZiV\  30  3l  3233  3'135'3631  3*3?  40*11  4243  ^454*47  4g IS  3651  52  53^  55  54,57  <0fe)  62fc3  <</t5  6<  <7  f?W  Ho 


Chart  XI 


46. 


Column  T 
74  words 


Gr  1 

2d 

Gr  1 

2d 

Ways 

Times 

Way 

Gr 

Ways  Times 

Way 

Gr 

guess 

4 

13 

5 

4 

choir 

12  58 

26 

15 

circular 

29 

49 

7 

6 

commence 

17  43 

24 

4 

argument 

15 

43 

20 

7 

compete 

13  64 

33 

10 

organize 

23 

30 

6 

3 

deceive 

14  74 

46 

12 

summon 

21 

55 

19 

4 

discoveries 

12  29 

11 

8 

volume 

6 

43 

24 

13 

electricity 

46  77 

15 

15 

official 

16 

71 

44 

7 

error 

16  20 

4 

2 

victim 

19 

71 

25 

24 

exceptions 

14  53 

20 

9 

estimate 

14 

52 

27 

8 

favorite 

22  39 

9 

6 

accident 

17 

28 

8 

4 

genuine 

34  46 

5 

4 

invitation 

15 

72 

24 

24 

handful 

6 43 

36 

2 

accept 

8 

21 

8 

5 

hymn 

16  27 

11 

2 

impossible 

13 

60 

32 

10 

invest  igatnoi 

32  75 

26 

4 

concern 

14 

57 

35 

7 

lilies 

15  59 

31 

6 

associate 

57 

85 

8 

7 

liquor 

26  75 

14 

10 

automobile 

15 

40 

17 

8 

medal 

15  27 

6 

4 

various 

21 

51 

16 

6 

medicine 

28  61 

10 

8 

decide 

6 

50 

41 

4 

ninety 

9 68 

49 

8 

entitle 

21 

60 

22 

6 

realize 

20  58 

26 

6 

political 

39 

53 

5 

3 

reign 

25  53 

12 

7 

national 

17 

22 

4 

2 

scenery 

27  65 

18 

17 

recent 

19 

43 

15 

5 

severe 

30  43 

11 

9 

business 

25 

76 

35 

7 

slipped 

6 61 

53 

4 

refer 

7 

53 

25 

13 

sneeze 

20  57 

19 

8 

minute 

17 

31 

5 

5 

stationary 

23  57 

32 

2 

ought 

10 

35 

22 

3 

stomach 

20  63 

26 

7 

absence 

11 

57 

26 

19 

straight 

7 27 

10 

6 

conference 

18 

38 

6 

5 

succeed 

19  68 

35 

9 

Wednesday 

18 

34 

7 

4 

telegram 

13  52 

23 

8 

really 

7 

60 

51 

3 

whistling 

29  78 

22 

14 

celebration 

15 

45 

27 

4 

wholesome 

24  110 

22 

16 

folks 

7 

8 

2 

1 

wreath 

20  49 

17 

6 

aches 

8 

80 

27 

25 

wrestle 

32  47 

6 

5 

amusement 

22 

74 

45 

6 

j 

approval 

24 

89 

16 

15 

5 

banana 

15 

60 

22 

12 

biscuits 

23 

69 

31 

6 

4036 

1620 

592! 

bruised 

13 

76 

51 

8 

burglar 

38 

121 

31 

17 

changeable 

18 

96 

66 

13 

chimney 

23 

39 

7 

6 

2212 

• 

& 


47 


Ways 

Times 

meant 

1 

51 

earliest 

17 

49 

whether 

15 

83 

distinguish 

37 

53 

consideration  30 

42 

colonies 

13 

20 

assure 

10 

26 

relief 

14 

38 

occupy 

20 

38 

probably 

28 

59 

foreign 

19 

52 

expense 

8 

84 

responsible 

29 

57 

beginning 

13 

62 

application 

34 

96 

diff icul ty 

43 

84 

scene 

23 

41 

finally 

20 

85 

develop 

29 

90 

circumstance 

39 

64 

issue 

17 

47 

material 

26 

43 

suggest 

14 

30 

mere 

11 

70 

senate 

30 

48 

receive 

6 

61 

respectfully 

46 

81 

agreement 

11 

37 

unfortunate 

35 

75 

majority 

25 

37 

elaborate 

50 

93 

citizen 

18 

19 

neoessary 

43 

69 

divide 

6 

29 

achieves 

16 

49 

acquire 

20 

91 

almanac 

64 

94 

Chart  XII 
Column  U 
69  words 


Gr  1 

2d 

Way 

Gr 

1 

0 

ancient 

17 

10 

apiece 

51 

16 

approaches 

6 

6 

attorney 

5 

4 

bouque  t 

5 

4 

calculation 

17 

1 

ceremony 

11 

10 

concealed 

12 

3 

delicious 

10 

8 

described 

18 

8 

disappear 

75 

2 

dropped 

10 

6 

elegant 

50 

1 

emperor 

39 

13 

excellent 

10 

9 

grateful 

8 

4 

heir 

39 

12 

hoarse 

38 

8 

icicle 

7 

5 

ignorance 

13 

9 

interfere 

8 

5 

musician 

6 

5 

neutral 

35 

11 

patience 

5 

5 

pigeons 

49 

7 

rehearse 

7 

7 

reverence 

15 

8 

saucy 

8 

6 

siege 

9 

4 

vegetable 

13 

12 

veil 

2 

1 

wretch 

13 

4 

22 

3 

15 

12 

58 

8 

8 

8 

Gr  1 2d 

Ways  Times  Way  Gr 

27  50  9 6 

8 45  16  15 

27  97  57  8 

36  89  13  12 

34  123  71  9 

34  65  9 8 

42  107  19  17 

22  74  24  11 

33  73  14  13 

10  54  34  5 

30  111  32  29 

4 31  28  1 

35  93  18  8 

33  86  21  11 

31  99  30  21 

6 48  40  2 

17  48  12  12 

17  55  12  10 

44  113  25  15 

44  64  9 5 

22  102  55  16 

30  67  16  7 

32  132  59  13 

11  33  15  4 

21  83  30  18 

24  90  33  17 

14  79  50  161 

42  66  10  9 

22  133  83  21 

20  68  33  8 

12  68  44  10 

23  82  19  12 


4675  1656  604j 

2260 


Chart  XIII 


Misspellings  According  to  Number  of  Letters  in  Word 

Column  T 


No.  of  letters 


in  word 

4 

5 

6 

7 

8 

9 

10 

11 

12  13  Total 

No.  of  words 

1 

9 

15 

17 

15 

6 

7 

3 

0 1 

74 

Total  misspel- 
lings 

27 

347 

785 

1050 

751 

434 

416 

151 

0 75 

4036 

Avg.  no.  mis- 
spellings 

27 

38.5 

52.3 

61.7 

50 

72.3 

59.4 

50,3 

0 75 

io  of  all  msp. 
for  Col.  T 

.6 

8.5 

19.4 

26.0 

18.6 

10.7 

10.3 

3.7 

0 1.8 

Chart  XIV 

Column  U 

No,  of  letters 
in  word 

4 

5 

6 

7 

8 

9 

10 

11 

12  13 

Total 

No.  of  words 

3 

5 

9 

17 

12 

13 

2 

5 

2 1 

69 

Total  misspel- 
lings 

186 

338 

474 

1287 

691 

985 

181 

346 

145  42 

4675 

Avg.  no.  mis- 
spellings 

62 

67.6 

52 . 6 

75.7 

57.5 

75.7 

90.5 

69.2 

72.5  42 

$ of  all  msp. 
for  Col . T 

3.9 

7.4 

10.1 

27.5 

14.7 

21.0 

3.8 

7.4 

3.1  .8 

In  Column  T words  of  9 letters  were  misspelled  an  average 
of  72.3  times  and  words  of  13  letters  75  times.  There  is  no  regular 
increase  in  number  of  times  misspelled  from  the  shortest  to  the  long- 
est words.  In  Column  U the  greatest  number  of  misspellings  was  90.5 
for  words  of  10  letters.  The  number  of  times  a word  was  misspelled 
was  not  here  closely  related  to  the  length  of  the  word  in  letters. 

These  same  7/0 rds  of  Column  T and  U,  with  their  misspellings 


were  next  divided  according  to  number  of  syllables: 


497] 


Chart  XV 
Column  T 


Total 

Msp 

% 

A ve . ms  p 

181 

ohildren 

spelled 

13 

monosyllables 

2172 

544 

25 

45.3 

181 

ii 

it 

30 

dissyllables 

5430 

1702 

31.3 

56.7 

181 

n 

it 

33 

polysyllables 

5792 

1790 

30.9 

55.9 

Column  U 

181 

children 

spelled 

9 

monosyllables 

1629 

579 

35.5 

64.3 

181 

t! 

ti 

23 

dissyllables 

4163 

1436 

34.4 

62,4 

181 

tl 

tt 

37 

polysyllables 

6697 

2660 

39.7 

71.8 

Columns  T and  U 

Combined 

181 

children 

spelled 

21  monosyllables 

3801 

1123 

29.5 

53.4 

181 

ti 

n 

23 

dissyllables 

9593 

3138 

32.7 

59.2 

181 

n 

n 

69 

polysyllables 

12489 

4450 

35.6 

64.4 

While  in  the  charts  showing  Columns  T and  U separately  the  percentage 
of  misspellings  and  average  number  of  misspellings  are  not  in  direct 
relation  to  the  number  of  syllables,  in  a larger  grouping,  as  in  the 
chart  showing  Columns  T and  U combined  there  is  a direct  relation: 
Average  for  monosyllables  53.4  misspellings 

" " dissyllables  59.3  n 

n 11  polysyllables  64.4  n 

Hollingworth  (24)  did  not  compare  the  relation  of  misspel- 
lings according  to  number  of  letters  to  misspellings  according  to 
number  of  syllables.  Of  the  relation  of  misspellings  to  number  of 
syllables  she  found  that  16%  of  error  in  recall  was  present  in  mono- 
syllables, 35.7 % in  dissyllables,  and  66%  in  polysyllables. 


' 


. 


' 


Extent  of  Deviation  from  Correot 


Spelling 

Mrs.  Hollingworth  (24)  discusses  this  question  under  the 

heading: 

"Faotors  Limiting  the  Extent  of  Error" 

"In  examining  and  analyzing  the  great  number  of  misspellings 
produced  by  our  children,  we  saw  that  these  misspellings  were  by  no 
means  absolutely  'wild*  and  uncontrolled.  In  other  words,  there  was 
decidedly  a limit  to  error.  For  example,  when  the  word  'catalogue' 
was  pronounced  to  be  recalled,  no  child  misspelled  it  'dopintrkvxt- 
sawltny'  and  no  ohild  misspelled  it  ' il ' or  'eg'.  It  was  misspelled 
'catalouge',  and  'catatoge',  'catyear*,  'catolague8 , 'catalgue', 
'catalogue',  'catalog',  and  'catato'  by  our  poor  spellers,  respec- 
tively, from  which  we  see  that  the  various  errors  occurred  within 
rather  narrow  limits.  For  example,  the  initial  letter  is  invariably 
'c'j  the  whole  initial  syllable  is,  in  fact,  correctly  reproduced  in 
all  cases;  the  number  of  letters  used  is  in  no  case  less  than  six, 
and  in  no  case  greater  than  nine;  in  only  one  case  ('catyear')  are 
letters  introduced  that  are  not  included  as  an  integral  part  of  the 
correctly  spelled  word. 

********* 

"Of  special  interest  to  us  is  the  fact  that  the  three  ex- 
treme cases  of  poor  spelling  show  the  same  tendencies  shown  by  the 
group  which  does  not  include  them.  . . . Inspection  of  the  tables 
also  shows  that  these  three  children  (P.  J.,  M.  S.,  and  M.  G.)  are 
much  more  likely  to  have  several  letters  wrong  in  a single  misspelled 
word  than  is  the  case  with  the  others.  M.  G.,  for  example,  .... 
makes  many  more  errors  of  the  same  kind  as  those  made  by  the 


* 





51 . 


group 


In  our  own  study  we  found  that  in  such  a word  as  ‘associate 
(mentioned  above)  some  misspellings  will  tend  to  be  more  unlike  the 
correct  spelling  than  others.  Thus,  one  pupil  wrote  'ascote'  and 
one  'assfual'  while  some  did  not  even  have  the  initial  letter  correct 
In  tabulating  the  misspellings  the  writer  underscored  all  forms  of 
misspellings  which  were  found  in  the  20  poorest  papers  and  in  no  oth- 
ers. (See  lists  in  appendix . ) 

A survey  of  these  reveals  the  fact  that  those  misspellings 
which  vary  most  from  the  correct  spelling  are  not  nearly  always  made 
by  the  20  poorest  spellers.  But  the  fact  does  remain  that  the  group 
of  misspellings  which  vary  most  from  the  correct  spelling  usually 
contain  some  misspellings  made  by  the  20  poorest  pupils. 

Relation  to  Length 

The  words  of  Column  T in  Chart  IX  that  are  misspelled  the 
greatest  number  of  times  seem  to  be  rather  long  words  than  short 
ones.  Word  number  15  is  'associate',  misspelled  85  times,  word  num- 
ber 35,  'approval',  was  misspelled  89  times,  word  number  39,  'bur- 
glar,' was  misspelled  121  times,  and  word  number  72,  'wholesome',  was 
misspelled  110  times.  All  the  words  of  columns  T and  U were  arranged 
according  to  the  number  of  letters  in  the  word.  This,  with  the  num- 
ber of  misspellings,  average  number  of  misspellings  for  words  of  the 
different  lengths  and  percentages  of  the  total  misspellings  for  words 
of  that  column  are  shown  in  Charts  XIII  and  XIV. 


* Hollingworth,  Leta  S.,  The  Psychology  of  Special  Disability  in 

Spelling,  Teachers  College,  Columbia  Uni- 
versity Contributions  to  Education,  No.  88, 
1918. 


■ 

. 


. 

- 


VII 


The  Causes  of  Poor  Spelling 

Since,  whenever  the  psychology  of  the  spelling  process  has 
been  studied  the  tendency  has  been  to  study  errors  in  spelling  as  be- 
ing more  instructive  than  correctly  spelled  words  , reasons  for  incor- 
reot  spelling  have  been  deduced  by  many  experimenters  and  vary  with 
the  type  of  the  experiments  which  each  carried  on. 

Murray  (38)  , in  a study  of  the  spelling  ability  of  college 
students,  found  that,  "Individual  peculiarities  form  the  most  formid- 
able handicap  to  the  acquisition  of  habits  of  correct  spelling,"* 
and  that  physical  defects  are  largely  responsible.  She  says,  ”7 5%  of 
poor  spellers  have  some  defect  of  hearing,  vision,  or  articulation", 
and  nearly  as  many  a defect  in  more  than  one  of  these  respects.  Of 
good  spellers  not  1/6  had  more  than  a minor  defect."** 

Wycoff  (32)  says,  "Knowledge  of  spelling  begins  with  percepf 

s 

tion  through  eye  or  ear,  and  ends  with  the  estabi  ishment  of  a train  oj‘ 
memories.  Somewhere  along  this  line  we  may  find  a defective  provi- 
sion. "***As  a result  of  two  series  of  tests,  on  eye  and  ear  impres- 
sions she  concluded: 

1.  "Many  constitutional  bad  spellers  have  defective  sight; 
some  defective  hearing. 

2.  The  same  pauses  that  have  operated  to  impair  the  sight 

♦Murray,  Elsie,  The  Spelling  Ability  of  College  Students,  Journal 

of  Educational  Psychology,  Vol . 10:351-76. 

**Ibid . 

***Wycoff,  Adelaide  E.,  Constitutional  Bad  Spellers,  Pedagogical  Sem- 
inary, Vol.  2:  448-51,  1893. 


. 


■ 


j 53 . 

or  the  hearing  have  frequently  impaired  the  retentive  power. 

3.  Constitutional  bad  spelling  may  in  part  be  the  result 
of  a strong  natural  bent  toward  selective  attention'.’*  * The  other 
conclusions  she  draws  relate  to  methods  of  teaching. 

Lasher  (30)  believes  spelling  is  dependent  almost  entirely 
on  habit : "While  there  are  a few  persons  who  simply  cannot  learn  to 
spell,  and  a few  others  who  have  a ’sense  of  spelling’  because  they 
either  see  or  hear  accurately  and  possess  a sure  memory,  the  average 
person  spells  from  habit. 

"The  root  of  the  spelling  evil,  then,  is  in  the  most  ele- 
mentary grades,  as  here  the  foundation  habits  of  spelling  are  really 
formed.  "** 

Lester  (32)  states  that,  "After  all,  the  main  cause  of  bad 
spelling  is  plain  carelessness."*** 

A number  of  persons  have  emphasized  the  importance  of  eith- 
er auditory  or  visual  perception.  Their  views  have  been  discussed 
in  Chapter  V. 

Cornman  (15)  and  others  have  ascribed  most  poor  spelling 
to  aphasia,  or  lesions  of  the  brain,  thus  making  poor  spellers  patho- 
logical cases. 

Brown  (7)  has  made  a study  of  learning  to  spell,  with 
special  reference  to  ie  and  ei.  She  concludes  that  correct  spelling 

*Wycoff,  Adelaide  E.,  Constitutional  Bad  Spellers,  Pedagogical  Sem- 
inary, vol.  2:448-51,  1893. 

*Lasher,  G.  S.,  Correct  Spelling  - A Habit,  Teaching,  vol.  1,  no.  4, 

pp.  11-20,  1914. 

Lester,  J.  A.,  Teaching  Freshmen  to  Spell,  English  Journal,  vol.  5: 

404-10, 




. 

. 


» 

, 

, 

. 


t 

/ 

. 

: 

. 


54. 

is  dependent  upon  observation  and  attention,  and  that  poor  spelling 
is  due  to  lack  of,  "Fixing  the  attention  firmly  upon  the  right  form 
and  holding  it  there  for  a sufficient  length  of  time  to  make  the 
record  indelible."* 

Carmen  ( 10 ) similarly  concluded : "By  noticing  the  results 
of  the  three  tests  given  for  observation  in  other  things  than  words, 
we  see  a decrease  of  the  difference  in  observational  ability  between 
the  two  classes  as  the  data  to  be  observed  become  more  and  more  un- 
like words.  Ability  to  spell  well,  therefore,  probably  implies  not 
a general  habit  or  power  of  observation  but  a special  ability  to 
notice  snail  differences  in  words."** 

Otis  (39),  on  the  other  hand,  believes  that,  "No  child 
will  ever  be  able  to  spell  foreign,  bizarre,  or  guarantee  until  he 
has  met  these  specific  words.  It  is  therefore  believed  that  before 
spelling  ability  may  be  adequately  measured  for  diagnostic  as  well  as 
other  purposes,  it  will  be  necessary  to  make  provision  for  obtaining 
separate  measure  of  these  aspects  of  spelling  ability."*** 

But  we  do  not  believe  that  a child  without  having  previous-^ 
ly  memorized  every  word  he  needs  to  spell  would  misspell  all  words 

1 

not  studied.  Many  words  are  in  great  part  alike  and  the  spelling  of 
one  undoubtedly  aids  in  the  spelling  of  another.  The  writer  believes  \ 
that  the  study  of  such  words  as  ’caution’,  ’ovation’,  ’nation1  would 
tend  to  reduce  the  spelling  errors  in  ’relation’  when  a child  met  it 

*Brown,  Fannie  W. , Learning  to  Spell  - Particularly  ie  and  ei. 

Education,  vol.  34:582-87,  1914. 

Carmen,  E.  Kate,  The  Cause  of  Chronic  Bad  Spelling,  Journal  of 

***  Pedagogy,  vol.  13:86-91 

Otis,  A.  S. , Reliability  of  Spelling  Seales,  School  and  Society, 

vol.  4:676-83 


, 

. 

^ - ' 11  , V • 


. 

. 


, • 


, 


55. 


for  the  first  time. 

A study  of  some  of  the  papers  of  Test  II  illustrate  this 
fact.  Child  number  172  did  not  seem  to  know  the  use  of  'tion'  for 
the  sound  which  it  represents  in  such  a word  as  'faction1.  In  every 
case  in  Test  II  in  which  there  was  a word  containing  that  sound  he 
failed  to  use  ’tion'.  He  wrote: 
national  - nashionel 
investigation  - investagion 
consideration  - cone iderash ion 
application  - appelachion 
calculation  - calachion 

If  he  had  been  taught  the  sound  and  spelling  of  the  sylla- 
ble which  is  the  same  in  all  these  words  his  spelling  errors  would 
undoubtedly  have  been  reduced. 

That  children  do  not  know  the  letters  or  combinations  of 
letters  that  represent  certain  sounds  is  evident  in  some  of  the  pa- 
pers of  Test  II.  They  too  often  merely  memorize  the  spelling  lesson 
without  associating  certain  sounds  with  certain  letters.  Child  172 
spelled : 

thorium  - tohorum 
bursa  - bersow 
quoin  - quin 

Child  173  either  could  not  hear  sounds  distinctly  or  did  not  know 
the  letters  by  which  to  represent  the  sounds.  She  misspelled: 
loquat  - lowhat 
viator  - thyator 
fodient  - foldent 


56. 


shikra  - shirah 
laic  - layig 

Some  of  the  children  showed  that  wrong  pronunciation  was 
to  blame  for  part  of  their  spelling  errors.  Child  number  170  mis- 
spelled : 

conference  - confrence 
electricity  - electristy 
favorite  - favort 
medicine  - medsion 

Children  often  have  idiosyncracies  that  should  be  studied 
and  eliminated.  Some  have  a tendency  to  omit  syllables.  Thus  child 
number  173  misspelled: 

circular  - curclar 
automobile  - autombile 
burglar  - berber 
realize  - relize 
stomach  - storacfc 
telegram  - telgram 
distinguish  - disguish 
consideration  - considation 

Slips  of  the  pen  account  for  some  errors.  For  instance 
children  often  write  'n1  for  fm',  or  'vT  for  fw’. 

iimong  the  poorest  spellers  some  were  found  with  marked 
sensory  defects.  Child  number  178  spelled  words  so  much  unlike 
their  correct  spelling  that  the  experimenter  attempted  to  find  some 
reason  for  such  great  errors.  He  misspelled: 
organize  - rezzone 


- ; 


- 


. 


: 


summon  - serrnt 


official  - nessftion 
accident  - astern 
invitation  - invinted 
impossible  - infriable 
associate  - assfual 
political  - feranter 
occupy  - outyourself 
almanac  - alyonkalt 
boutquet  - bodkall 
saucy  - senlated 

This  child,  it  was  learned,  had  had  an  abscess  in  his  ear  which  had 
impaired  his  hearing.  As  is  often  the  case  with  children,  he  had 
said  nothing  about  it  when  the  test  was  given  and  suffered  the  con- 
sequence of  a poor  mark:  rather  than  be  conspicuous  for  his  defect. 

Hollingworth  (24)  studied  special  disability  in  spelling, 
rather  than  poor  spelling  found  in  combination  with  other  disabil- 
ities. She  reports,  "According  to  our  view  these  congenital  dis- 

I 

abilities  result  as  other  mental  traits  result,  from  the  operation 

$ 

of  the  unknown  laws  of  heredity  and  variation,  and  not  from  the  sup-  \ 
ervention  of  a trauma  or  lesion,  but  for  which  the  child  in  question 
would  have  had  'normal'  ability.  This  is  our  view  so  far  as  spell- 
ing ability,  at  least,  is  concerned."* 

Thorndike  (53)  reports  that  the  result  of  a study  by  E.  L. 

*Hollingworth,  Leta  S. , The  Psychology  of  Special  Disability  in 

Spelling,  Teaohers  College,  Columbia  Uni- 
versity Continuations  to  Education,  no.  88, 
1918. 


, 


t f>£  t 


, 


. 


, 


. 


58. 

Earle  indicated  that  the  correlation  of  ,50  in  spelling  ability 
between  children  of  the  same  family  is  due  in  large  part  to  inher- 
itance. 

Rice's  (43)  study,  in  finding  little  relation  between 
ability  in  spelling  and  methods  employed,  has  led  to  the  conclusion, 
not  that  the  'personal  equation'  of  the  teacher  is  the  deciding  fac- 
tor, but  that  direct  ancestry  through  variation  and  selection  makes 
the  greatest  difference. 

That  home  training  is  not  the  basic  cause  of  differences 
in  ability  to  spell  has  been  brought  out  by  Cornman  (15). 

Hollingworth  (24)  concluded  that,  "congenital  disabilities 
result  as  other  mental  traits  result,  from  the  operation  of  the  un- 
known laws  of  heredity  and  variation,  and  not  from  the  supervention 
of  a trauma  or  lesion."* 

Our  own  experiments  have  shown  such  cases  as  Mrs.  Holling- 
worth treats  to  be  extremely  unusual.  Hone  were  found  among  the  201 
pupils  with  which  the  writer  worked. 

The  correlations  between  spelling  ability  and  general  in- 
telligence  in  our  tests  of  seventh  grade  children  indicated  that 
high  spelling  ability  usually  accompanies  high  general  intelligence. 
Ho  child  except  A.  B.  was  found  failing  in  spelling  only.  (See  in- 
dividual cases,  Chapter  IV). 

More  significant  were  the  correlations  between  the  various 
types  of  spelling  tests  (See  Chapter  IV).  These  show  that  children 
who  spell  well  not  only  hear  well  but  see  well,  indicating  the  gen- 

*Hollingworth,  L.  S. , The  Psychology  of  Special  Disability  in  Spell - 
88eai918^  Colle80*  Columbia  Contributions  Education, 


. 


i 


, 

, 


. 


- 

k 


. 


. 

, 


59 


eral  power  of  observation.  This  is  opposite  to  the  theory  of  Car- 
men (10).  f 

The  study  of  individual  oases,  mentioned  above,  shows  that 
spelling  ability  goes  with  general  ability.  The  children  who  do  not 
spell  well  are  to  be  found  in  the  lower  part  of  the  scale  of  distri-  j 
bution  if  general  intelligence,  or  other  school  subjects  are  measur- 
ed. 

j 

While  heredity  thus  accounts  for  people  who  are  called 
"constitutional  bad  spellers",  yet  it  does  not  imply  that  there  is 
no  place  for  drill  in  spelling.  That  few  people  ever  approach  the 
limit  of  their  capacity  to  do  any  one  thing  has  been  clearly  shown 
by  various  practice  and  training  tests  (See  studies  on  learning 
Curves).  Study  of  spelling  words,  development  of  better  methods  of 
teaching,  and  training  of  individual  children  in  observation  are  all 
of  direct  benefit  in  the  improvement  of  spelling. 

I 

I 


« ' 

' ' . 

, ■'  f 


■ 

. 

, 


60. 


Summary  of  Conclusions 

1.  There  is  a significant  correlation  between  spelling 
ability  and  general  intelligence.  People  who  have  high  general  in- 
telligence will  not  be  expected  to  be  found  poor  in  spelling. 

2.  Both  visual  and  auditory  presentation  are  found  to  be 
of  great  importance  in  spelling.  Children  who  spell  well  observe 
well  in  both  the  visual  and  auditory  field. 

3.  Words  which  are  determined  by  a series  of  tests  upon  a 
group  of  children  to  be  approximately  equal  in  difficulty,  may  not 
be  equal  to  an  entirely  different  group  of  children,  even  though 

both  groups  are  composed  of  unselected  children. 

* \ 

4.  Words  which  are  misspelled  the  greatest  number  of  ways 
are  not  usually  misspelled  the  greatest  total  number  of  times. 

5.  Words  which  are  misspelled  in  a great  number  of  ways 
present  more  difficulty  in  teaching  than  words  which  are  misspelled 
the  same  total  number  of  times  but  in  relatively  few  ways. 

6.  The  two  ways  that  words  were  misspelled  the  greatest 
number  of  times  contain  almost  one-half  the  total  spelling  errors. 
In  Colmmn  T 54.8$,  and  in  Column  U,  48.3$. 

7.  Poor  spellers  mate  more  errors  than  good  spellers  but 
not  always  worse  errors. 

8.  The  average  number  of  misspellings  for  any  word  is 
directly  related  to  the  number  of  syllables  the  word  contains. 

9.  The  average  number  of  misspellings  for  any  word  is  not 
directly  related  to  the  number  of  letters  the  word  contains.  Words 
of  9 or  10  letters  produced  a higher  average  number  of  errors  than 
words  of  12  and  13  letters. 


. 


. 


. 


. 


' 

, • 

. 

. 


61. 


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* 


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26.  Jones.  (See  Starch,  Educational  Psychology.) 

27.  Kallom,  A.  W.  Some  Causes  of  Misspellings.  Journal  of  Education- 

al Psychology,  Vol.  8:  391-406,  1917. 

28.  Kirkpatrick,  E.  A.  An  Experimental  Study  of  Memory.  Psychologi- 

cal Review,  Vol.  1:602-9,  1894. 

39.  Kline,  L.  W.  Study  in  the  Psychology  of  Spelling.  Journal  of 
Educational  Psychology,  Vol.  3:  381-400,  1912. 

30.  Lasher,  G.  S.  Correct  Spelling,  a Habit.  Teaching,  Vol.  1:16- 

20,  November,  1914, 

31.  Lay,  W.  A.  (See  Burnham) 

32.  Lester,  J.  A.  Teaching  Freshmen  to  Spell.  English  Journal,  Vol. 

5:  404-10. 

33.  Lull,  H.  G.  A Plan  for  Developing  a Spelling  Consciousness. 

Elementary  School  Journal,  Vol,  17:355-61. 

34.  Mead,  E.  R.  Transfer  of  Spelling  Vocabulary.  Journal  of  Educa- 

tional Psychology,  Vol.  8:41-44,  1917. 

35.  Mead,  W.  E.  The  Lost  Art  of  Spelling.  Educational  Review,  Vol. 

19:49-58,  1900. 

36.  Monk,  E.  M.  The  Washington  D.  C.  Spelling  List.  Elementary 

School  Journal,  Vol.  16:96-103,  1915. 

37.  Monroe,  W.  S.  Measuring  the  Results  of  Teaching.  Houghton,  Mif- 

flin Company,  New  York,  1918. 


63. 

38.  Murray,  Elsi9.  The  Spelling  Ability  of  College  Students.  Jour- 

nal of  Educational  Psychology,  Vol . 10:  357-76,  1919. 

39.  Otis,  A.  S.  The  Reliability  of  Spelling  Scales.  School  and  So- 

ciety, Ootober  and  November,  1916. 

40.  Pearson,  H.  C.  Scientific  Study  of  the  Teaching  of  Spelling. 

Journal  of  Educational  Psychology,  Vol.  2:241-52,  1911. 

41.  Pearson,  H.  C.  Experimental  Studies  in  the  Teaching  of  Spelling. 

Teachers  College  Record,  January,  1912. 

42.  Randall,  J.  Phonetic  Spelling  as  an  Engineering  Problem.  Educa- 

tional Review,  Vol.  58:  239-52. 

43.  Rice,  J.  M.  Scientific  Management  in  Education.  Hinds,  Noble 

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44.  Sackett,  L.  W.  Measuring  a School  System  by  the  Buckingham 

Scale.  School  and  Society,  Vol.  2:  860-64,  1915. 

45.  Sears,  J.  B.  Spelling  Efficiency  in  the  Oakland  Schools.  School 

and  Society,  Vol.  2:  531-37,  1915. 

46.  Shields,  T.  E.  Teaching  the  Child  to  Spell.  Catholic  Education- 

al Review,  Vol.  2:841-53,  1911. 

47.  Smedley,  F.  W.  Child  Study  Report.  Report  of  the  Commission  of 

Education,  Vol.  1:1137-8,  1902. 

48.  Starch,  D.  Measuring  Efficiency  in  Spelling.  Journal  of  Educa- 

tional Psychology,  Vol.  6:167-86,  1915. 

49.  Starch,  D.  Educational  Psychology.  Maomillan  Company,  New  York, 

1919. 

50.  Suzzalo,  H.  The  Teaching  of  Spelling.  Riverside  Educational 

Monograph  Series.  Houghton,  Mifflin  and  Company,  1913. 

51.  Suzzalo,  H.  The  Teaching  of  Spelling.  Teachers  College  Record, 

November,  1911. 

52.  Thorndike,  E.  L.  Means  of  Measuring  School  Achievement  in  Spel- 

ling. Journal  of  Educational  Administration  and  Supervision, 
Vol.  1:306-12,  1915. 

53.  Thorndike,  E.  L.  Educational  Psychology,  Vol.  III.  Teachers 

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54.  Tidyman,  W.  F.  A Descriptive  and  Critical  Study  of  Buckingham's 

Investigation  of  Spelling  Efficiency.  Educational  Administra- 
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55.  Tidyman,  W.  F.  Rice's  Investigation  of  Spelling  Efficiency.  Ped- 

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64. 


56.  Tidyman,  W.  F.  and  Brown,  H.  A.  The  Extent  and  Meaning  of  Loss 

in  'Transfer'  in  Spelling.  Elementary  School  Journal,  Vol. 

18:  210-14. 

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Sex,  and  the  Question  of  Transfer.  Educational  Psychology 
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Jahrbuch  er  padagogischen  Gesellschaf t . (quoted  from  Burnham) 

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Vol.  80:  665-6,  December,  1914. 

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Spell.  Journal  of  Educational  Psychology,  Vol.  5:449-60,  1914 

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Vol.  2:  448-51,  1895. 


Appendix 


65 . 


Illinois  General  Intelligence  Examination 
Sentences  of  Test  II 
Directions 

Containing  words  from  Columns  T and  U of  Buckingham's 
Extension  of  the  Ayres  Spelling  Scale 

Test  III 

Directions 
List  of  words 
Test  IV 

Directions 

List  of  all  ways  words  of  Test  II  were  misspelled,  together 
with  number  of  times  misspelled  each  way 
Words  grouped  according  to  number  of  letters  contained 
Words  grouped  according  to  number  of  syllables 


' 


65a . 


Test  I 

University  of  Illinois 
Urbana,  Illinois 

Bureau  of  Educational  Research 
General  Intelligence,  Operations 
of  Arithmetic  and  Silent  Read- 
ing 


The  examination  consists  of  three  parts: 
general  intelligence,  operations  of  arithmetic  and  si- 
lent reading.  The  plan  of  test  is  here  given: 

Test  1 Analogies 

2 Arithmetic  Problems 

3 Sentence  Vocabulary 

4 Substitution 

5 Verbal  Ingenuity 

6 Arithmetical  Ingenuity 

7 Synonym — Antonym 

Monroe's  Standardized  Silent  Reading  Test 
Operations  of  Arithmetic 

Test  1 Addition 

2.  Multiplication 

3.  Division 

4.  Subtraction 

5.  Addition  and  Subtraction  of 

Fractions . 

6.  Multiplication  and  Division  of 

Fractions . 


7.  Decimal  Fractions. 


66. 


Test  II 
Directions 

Write  your  name  at  the  top  of  the  page. 
Give  your  present  age,  the  date  of  your  next  birth- 
day and  the  age  you  will  be  then. 

The  purpose  of  this  test  is  to  determine 
how  well  you  can  spell . 

I will  read  sentences  containing  certain 
words  which  you  are  to  spell. 

Listen  attentively  while  I read  the  sen- 
tence, but  do  not  write.  I will  then  pronounce  the 
word  in  that  sentence  which  you  are  to  spell.  Watch 
my  lip  movements  as  I pronounce  it,  then  spell  it. 

Spell  carefully.  Do  not  hurry.  You  are 
not  being  timed. 

Example 

He  lost  the  pencil  you  bought. 

Spell  "pencil”. 


Column  T 


67 

Can  you  guess  which  apple  I took?  Give  me  the  circular 
piece  of  tin.  The  argument  resulted  in  a quarrel.  This  jar  has  a 
volume  of  one  gallon.  We  will  organize  a basket  ball  team.  Will 
they  summon  the  witnesses  to  court?  He  is  an  off icial  of  the  city. 
The  bandits  murdered  their  victim  quickly.  I will  estimate  the  en- 
tire cost  before  I buy.  As  a result  of  the  aooident  both  bicycles 
were  ruined.  When  the  invitation  came  the  girls  were  gone.  That 
was  the  reason  they  did  not  accept  at  once.  It  will  be  impossible 
for  us  to  go.  I would  not  concern  myself  about  the  result.  Even 
in  business  Mr.  Smith  did  not  associate  with  many  people.  Our 
automobile  is  a very  old  model.  Then  they  tried  by  various  means 
to  remove  the  ring.  Why  did  they  decide  to  move  away?  This  ticket 
should  entitle  me  to  one  of  the  best  seats.  Much  of  the  political 
excitement  is  over.  July  fourth  is  a national  day  for  celebration. 

On  Armistice  day  we  held  our  most  recent  celebration.  Has  he  been 
successful  in  business  here?  As  I cannot  be  sure,  I refer  you  to 
our  manager.  A minute  seems  very  short  when  one  is  busy.  Possibly 
I ought  to  read  the  entire  book.  Must  I bring  an  excuse  for  my 
absence?  I will  come  if  the  conference  is  to  be  short.  Please  sing 
for  us  at  the  Wednesday  afternoon  tea.  I really  ought  to  start 
home  now.  The  cele bration  lasted  all  day.  Can  you  spell  'folks’ 

correctly?  My  head  aches  when  I read  too  long.  He  told  funny  sto- 
ries for  the  amusement  of  the  crowd.  Is  the  teacher's  approval  nec- 
essary? A banana  tree  has  enormous  leaves.  The  biscuits  were 
burned  badly.  He  bruised  his  knee.  This  unusual  burglar  took 
no  jewelry.  The  changeable  silk  was  woven  of  green  and  blue  threads. 
That  chimney  should  be  cleaned.  After  the  choir  sang  the  minister 
preached.  Does  the  entertainment  commence  at  noon?  Many  teams  will 


68. 

oompete  in  this  athletic  meet.  It  is  wrong  to  deceive  another.  Some 
discoveries  are  of  little  use.  We  use  ele  otricitv  for  cooking.  She 
made  only  one  error.  We  often  say,  "There  are  exceptions  to  all 
rules."  Whittier  is  my  favorite  author.  Are  these  genuine  pearls? 

I picked  a handful  of  the  small  berries.  What  hymn  was  sung  first? 
We  thought  the  investigation  was  thorough.  Easter  lilies  sometimes 
grow  very  tall.  Was  the  liquor  thrown  away?  He  won  the  gold  medal 
in  the  broad  jump.  Will  he  study  medicine  later?  Someone  told  me 
that  the  nurse  was  ninety  years  old.  I can  scarcely  realize  that  va- 
cation is  so  near.  Did  their  first  king  reign  long?  Such  scenery  as 
this  is  worth  enjoying.  A severe  cold  weakens  one.  She  slipped  on 
the  ice  and  broke  the  strap  of  one  skate.  Do  not  sneeze  so  noisily. 
We  use  stationary  desks  and  seats.  A cow’s  stomach  is  divided  into 
four  parts.  Draw  the  line  as  straight  as  possible.  You  will  succeed 
if  you  keep  trying.  Yesterday  a telegram  came  for  you,  I hear  the 
boys  whistling  now.  We  should  eat  only  wholesome  food.  You  can  make 
a flower  wreath  like  this.  Who  would  like  to  wrestle  with  him? 


- ■ 


69. 

Column  U 

I meant  to  take  the  smallest  sponge.  Mother  does  not  like 
the  earliest  peaches.  Tell  me  whether  you  have  polished  your  shoes. 
It  is  easy  to  distinguish  red  from  blue.  Let  us  give  consideration 
to  this  telegram.  England  established  colonies  on  the  new  continent. 
Can  you  assure  me  that  you  will  not  go  away?  We  gave  money  to  the 
relief  of  starving  children.  Your  cousin  will  occupy  the  house  next 
door.  Her  husband  will  probably  go  to  camp  soon.  Many  foreign  chil- 
dren attend  our  school.  As  the  expense  of  the  trip  was  heavy,  I bor- 
rowed money.  Mary  is  responsible  for  breaking  the  dish.  Read  four 
pages  beginning  with  page  seven.  He  was  told  to  make  application  for 
a ticket.  But  he  had  difficulty  in  getting  to  the  desk.  He  saw  only 
the  last  scene  of  the  play.  The  oows  finally  came  up  from  the  pas- 
ture. We  knew  that  tadpoles  develop  into  frogs.  What  circumstance 
kept  him  at  home?  The  daily  issue  of  the  paper  comes  in  the  morning. 
Here  is  the  material  for  your  new  dress.  I wish  you  would  suggest 
another  game.  The  pond  is  a mere  mudhole.  Our  Senate  is  a part  of 
Congress.  We  all  like  to  receive  gifts.  Speak  respectfully  to  the 
visitors.  They  made  an  agreement  to  sell  the  house.  The  unfortunate 


man  went  to  his  doom.  The  majority  voted  for  Mr.  Smith.  Their  dres- 
ses were  too  elaborate  for  street  wear.  It  is  an  honor  to  be  a cit- 
izen of  the  United  States.  Mary  thought  it  necessary  to  meet  her 


guests  at  the  train.  When  we  come  back  we  will  divide  the  candy.  If 
he  achieves  fame  he  will  be  happy.  Some  men  try  to  acquire  a large 
fortune.  While  we  were  waiting  the  druggist  gave  us  an  almanac  to 
read.  Many  ancient  piotures  are  interesting.  Buy  two  pencils  apiece 


if  you  have  enough  money.  As  the  cloud  approaches  dust  swirls  in  the 
road.  Her  father  is  an  attorney  in  Chicago.  Each  child  picked  a 
bouquet  for  his  room.  After  the  last  calculation  we  were  told  the 


70. 

correct  answer.  When  the  ceremony  was  over  we  rode  home  alone.  A 
shaggy  dog  was  concealed  under  the  chair.  Turkey  is  delicious  if 
stuffed  with  dressing.  The  museum  described  here,  has  many  interest- 
ing relios.  When  the  stars  disappear  at  night,  it  becomes  very  dark. 
Have  you  dropped  your  handkerchief?  During  the  fire  the  elegant 
draperies  were  ruined  by  smoke.  Then  the  emperor  chose  a new  cabinet 
Do  you  expect  an  excellent  grade?  He  did  not  seem  grateful  for  the 
money.  Everyone  cannot  be  heir  to  a fortune.  Breathing  so  much  dust 
will  make  me  hoarse  soon.  A long  icicle  hung  from  the  corner  of  the 
house.  We  believe  ignorance  makes  people  unhappy.  We  will  come  lat- 
er if  that  does  not  interfere  with  your  plans.  Perhaps  the  musician 
had  no  home.  Holland  remained  neutral  during  the  war.  It  takes  pa- 
tience to  paint  china.  All  the  pigeons  here  belong  to  the  two  boys. 
Let  us  rehearse  the  play  every  evening.  Bow  your  head  with  reverence 
during  the  prayer.  This  saucy  little  bird  kept  chirping  at  the  win- 
dow. Did  the  siege  of  the  fort  last  a month?  This  vegetable  is  com- 
mon in  France.  Then  the  veil  was  lifted  from  the  monument.  The  poor 
wretch  lived  in  a filthy  old  cabin. 


List  of  All  Ways  Words  of  Test  II  Were 
Misspelled,  Together  With  Number 
of  Times  Misspelled  Each 
Way 

Words  underscored  were  misspelled  in  that 
way  by  one  of  the  twenty  poorest  spellers 
but  by  none  of  the  better  spellers. 


gess 


5 


gues 


2 


guest 


4 


guss 


2 


4 


13 


cercular 

2 

surler 

1 

arganlze 

cicurlar 

1 

29 

49 

oragenize 

cilicular 

1 

oragnize 

circlelar 

1 

agiment 

1 

oranagied 

circler 

2 

agrument 

2 

oranize 

circulair 

1 

aguraent 

1 

organ! ca 

circulare 

2 

agurment 

1 

organ! nze 

ciroulature 

1 

arayment 

1 

organ! sa 

cirouler 

6 

ardment 

1 

organnise 

oirculiar 

2 

argement 

7 

organize 

circullar 

1 

argmant 

2 

orgenrize 

circuluar 

2 

arguement 

20 

orgianse 

cirgular 

1 

arguraeant 

1 

or gi naze 

cuclier 

1 

argunment 

1 

orgini se 

cuolur 

1 

arrgamt 

1 

orginizae 

culicular 

1 

arugment 

1 

orgini ze 

cullioer 

1 

arument 

2 

orginse 

curcelelar 

1 

orgument 

1 

orgonize 

curcilax 

1 

15 

43 

orgni ze 

ourclar 

2 

origanize 

curcular 

7 

orinize 

curicular 

1 

ornization 

cyolar 

1 

rezzone 

securlar 

2 

23 

securler 

1 

sirculax 

3 

sirgular 

1 

8uclier 

1 

■ 


. 


77“] 

samun 

1 

valume 

1 

affect lal 

1 

serrnt 

1 

voleum 

3 

af  ishal 

1 

someof then 

1 

voluem 

1 

nessf tion 

1 

somen 

4 

volum 

13 

offacial 

1 

someun 

1 

volumn 

24 

ofechtial 

1 

sommen 

2 

volun 

1 

off ecial 

4 

sommon 

4 

6 

43 

off eseal 

1 

sumean 

1 

off ical 

44 

sumen 

1 

offichel 

1 

sum  it 

1 

off  ishal 

1 

slimmed 

1 

of ical 

3 

summen 

3 

oficel 

1 

summin 

4 

oficial 

7 

summine 

1 

of ictial 

1 

summond 

3 

of iscial 

1 

sunmued 

1 

of  ishal 

2 

summun 

3 

16 

71 

sumn 

1 

sum  non 

2 

sumon 

19 

sumune 

1 

31 

55 

vestum 

1 

astimake 

1 

accadent 

vicanty 

1 

a si  mate 

1 

accagant 

vicom 

1 

esmintet 

1 

accadent 

vicitim 

1 

a stamate 

27 

accedient 

vict am 

3 

estamitate 

2 

acctident 

victen 

1 

estemant 

1 

accidant 

victime 

2. 

estemata 

5 

aedient 

victimn 

1 

estimanta 

1 

acendant 

victin 

1 

estimiate 

1 

acident 

victiom 

2 

estmate 

8 

ap  cadent 

victiomn 

1 

e stomata 

1 

ax  cedent 

viction 

1 

estumate 

1 

axes i dent 

victition 

1 

extimate 

1 

axci dent 

victom 

35 

extremate 

1 

axident 

vie tome 

1 

14 

52 

exact ance 

victon 

1 

exadent 

victum 

24 

excedient 

victume 

2 

17 

vi t com 

1 

19 


71 


> 


. r 


endentation 

1 

erapo  sable 

1 

accei te 

envltation 

1 

emposiable 

1 

accoassate 

lnde pat lent 

1 

inf riable 

1 

accoate 

indif  ention 

1 

imposable 

4 

accocate 

lnfatation 

2 

imposeable 

1 

accociate 

inf i cation 

1 

impossable 

10 

accoicate 

invantation 

1 

imposible 

32 

accosaite 

invatation 

24 

imposibal 

3 

accosate 

invation 

24 

impossiable 

3 

accosiate 

invantation 

3 

impossi  ’oal 

1 

accosi tate 

invetation 

5 

impossibile 

1 

accossiate 

invinted 

1 

impostable 

1 

aceoceate 

invitation 

1 

impssible 

1 

acocate 

invition 

3 

13 

60 

acoceait 

ivitation 

3 

comcernt 

1 

acosiate 

15 

72 

concerm 

3r 

acquai nte 

concertain 

1 

acsociate 

acept 

8 

concrne 

1 

asasioate 

ackcept 

1 

concurn 

1 

asccociate 

acsept 

1 

c one c erne 

1 

ascoate 

act sept 

1 

consercion 

1 

ascoiate 

axcept 

5 

consern 

35 

ascossiate 

axcessed 

1 

conserne 

1 

ascote 

consested 

1 

exact 

1 

asiociate 

consirn 

1 

except 

3 

consirne 

1 

asocate 

8 

21 

consurn 

7 

asoceate 

consume 

2 

asociate 

asocnate 

14 


57 


asoiaite 


V 


‘ 


76. 

asoocate 

1 

osicatate 

1 

vairous 

1 

asosciate 

1 

varais 

1 

5? 

85 

asot ite 

1 

varaous 

1 

asowitate 

1 

ar tamable 

1 

vares 

1 

assf ual 

1 

atumobile 

1 

varieous 

1 

as  si  ate 

2 

atuomibile 

1 

varies 

6 

assicate 

1 

atuomoiable 

1 

varios 

1 

assi coate 

2 

autimobile 

1 

varous 

1 

assi slate 

1 

autmobile 

1 

varries 

6 

assoate 

3 

autoilmoble 

1 

varrious 

5 

assocait 

1 

autombiie 

1 

veries 

1 

assocate 

2 

autorcible 

17 

verieses 

associ tate 

1 

automi bole 

1 

verious 

16 

associte 

1 

automobil 

3 

verrious 

2 

assoiate 

3 

automoible 

1 

versis 

1 

assoicate 

2 

autorooble 

8 

veryeous 

1 

assoiciate 

2 

autumiable 

1 

veryest 

i I 

assoitate 

2 

out omo bile 

1 

veryious 

1 

2 

assosiate 

3 

15 

40 

veryous 

1 I 

assositate 

1 

verys 

i 

assostate 

1 

veryses 

1 

assotiate 

1 

21 

51 

oocaitate 

1 

i 

I 

5 

occate 

2 

occesate 

1 

ocociate 

1 

ossiate 

1 

, 


. 

77. 


decied 

4 

dedice 

X 

desiade 

X 

deeide 

4X 

decide 

2 

dlsciede 

X 

6 

50 

entideX 

X 

entidle 

4 

entiXite 

X 

entiXXe 

X 

entitaX 

3 

entiteX 

X 

entite 

X 

entitiXe 

X 

intatXe 

X 

inteXtiXe 

X 

intiadXe 

X 

intictX 

X 

intidaX 

3 

intidXe 

5 

intiXdXe 

X 

intiXe 

X 

intiXi tXe 

X 

intiXXe 

X 

intitaX 

6 

inti taXe 

3 

intitXe 

22 

2X 

60 

boXiticaX  1 
fe ranter  1 
flnckel  1 
fXoyacaX  1 
phaXeticaX  1 
plotioial  1 
poletitcal  X 
polidical  X 
poXieticaX  X 
poXical  X 
poXlcatal  X 
poXiciaX  X 
poXicicaX  X 
poXiciXate  X 
poXicitas  X 
poXictaX  3 
poXictiaX  X 
poXieticaX  X 
poXictXe  X 
poXitacaX  2 
poXitaciaX  X 
poXitaciX  X 
poXitaX  2 
poXltcaX  X 
poXltoaXe  X 

poXitcial  X 
poXitecaX  X 
poXitiaX  5^ 
poXiticXe  3 


poXltlcoXe  X 
poXitX©  X 
poXi toX  2 
poXXiaX  X 
poXoticaX  3 
poXttcaX  X 
poticaX  3 
poticaXe  X 
poticiaX  X 
poticXiaX  X 

39  53 


78. 


masal 

1 

reacent 

1 

besness 

1 

tDOrShi  Sll 

1 

reasant 

1 

bessness 

1 

nasanal 

1 

reasent 

1 

blni ssessess 

1 

nashanal 

2 

reasonent 

1 

blslness 

1 

nashial 

1 

reasont 

1 

bisness 

4 

nashinal 

1 

reccent 

2 

bi8nessus 

1 

nashional 

1 

receant 

1 

blssness 

1 

nashionel 

1 

recenate 

1 

bue snese 

1 

nashnel 

1 

reel  ant 

1 

buiness 

1 

nasnal 

1 

recient 

5 

buinsess 

1 

nat  anal 

1 

re scent 

4 

bulsines8 

6 

nathional 

1 

reeci te 

1 

bui  81110  88 

1 

natinal 

4 

resent 

15 

bui sness 

35 

natinol 

1 

re  slant 

1 

buisseser 

1 

natnal 

1 

resient 

1 

buissnes 

1 

natonial 

1 

reslont 

1 

buissness 

1 

noehial 

1 

re  sent 

3 

bunis sness 

1 

17 

res  sent 

1 

bus! net 

1 

22 

rest  ant 

1 

busness 

3 

busnless 

1 

19 

43 

busseness 

1 

bus  sine  s 

1 

bus si ness 

7 

bus sness 

2 

busyness 

1 

25 


76 


* 


79. 


refer© 

8 

aught 

22 

comf erence 

2 

ref err© 

1 

aut 

1 

comf re nee 

2 

ref fer 

4 

bought 

1 

comf  urence 

2 

refir 

1 

bought 

1 

concurence 

1 

refur 

13 

oct 

1 

conf erance 

6 

refure 

35 

oft 

1 

confernance 

1 

refurn 

1 

ott 

2 

confernce 

5 

7 

53 

ough 

1 

conferres 

1 

out 

3 

conferunce 

1 

menit 

1 

conflunce 

1 

oute 

2 

mienute 

1 

conforence 

2 

minate 

2 

10 

35 

conf ranee 

2 

minent 

1 

abcence 

26 

conf remce 

2 

minet 

2 

abcense 

19 

conf rence 

2 

minite 

1 

abcenuie 

1 

confurance 

1 

minitue 

2 

abcunse 

1 

confurase 

1 

minnet 

1 

abcunte 

1 

confurnce 

3 

minniate 

1 

abenues 

1 

converence 

3 

mi nnute 

1 

absance 

1 

18 

38 

mi  not 

1 

absences 

3 

minte 

2 

absense 

5 

minuet 

5 

absenuess 

1 

minuit 

2 

adcence 

1 

minuite 

5 

11 

57 

munite 

2 

ninute 

1 

17 

31 

<■ 

. 

80. 


Wedenday 

3 

Wedensday 

2 

Wedinsday 

1 

We dnessday 

1 

Wednsday 

2 

Wedsenday 

1 

Wedsnday 

1 

Wenday 

4 

Wendasy 

1 

Wendensday 

1 

Wendesday 

3 

Wendnesday 

1 

Wends day 

2 

wenesday 

1 

We ns day 

7 

Wensenday 

1 

We  senday 

1 

Wesnday 

1 

18 

34 

readly 

2 

realey 

3 

realily 

1 

reality 

1 

realy 

51 

relay 

1 

relealy 

1 

cebration 

1 

oelabration 

27 

oelbratation 

1 

celbration 

4 

celeabration 

1 

celebartion 

1 

celebation 

2 

celebraction 

1 

celerbration 

1 

celibration 

1 

cellebration 

1 

ce  Hi  brat  ion 

1 

salo 

1 

selabration 

1 

sele brat ion 

1 

15 

45 

coaks 

1 

foax 

1 

flokes 

1 

floks 

2 

fokes 

1 

foulks 

1 

f cukes 

X 

7 

8 

acaks 

1 

aces 

3 

achs 

11 

ackes 

25 

acks 

27 

acts 

1 

ahes 

1 

akes 

11 

8 

80 

7 


60 


1 

81 


arae sument 

1 

afprovel 

1 

banaa 

1 

amment 

1 

alprovel 

1 

bananaa 

1 

animus  e me  nt 

2 

appoovel 

1 

bananna 

12 

ammusment 

6 

appoval 

1 

banano 

1 

amnusment 

1 

approveal 

2 

banna 

22 

amousement 

1 

appro vel 

15 

bannaa 

1 

amousment 

2 

approve 11 

1 

bannaba 

1 

amuesant 

1 

approvely 

1 

bannah 

1 

amuioment 

1 

appro vl al 

14 

bannak 

1 

amument 

1 

appro vie 

2 

bannamo 

1 

amunsment 

1 

approwel 

1 

bannana 

12 

amuse  nt 

1 

appruel 

1 

bannanna 

3 

amus  lance 

1 

aproovel 

1 

bannna 

1 

amusimate 

2 

aprovable 

1 

bene  sant 

1 

amusiment 

1 

aproval 

16 

mammoth 

1 

amusment 

45 

apr ovale 

3 

15 

60 

amusmunt 

1 

aproveable 

1 

amusument 

1 

aproveal 

5 

amutment 

1 

aprovel 

9 

asmoutement 

1 

aprovial 

7 

assmusment 

1 

aprovi 1 

1 

asumant 

1 

aprovl 

1 

22 

74 

apvoal 

1 

opproval 

2 

24 

89 

,S 


>• 


82. 


bescuits 

1 

briused 

1 

buggar 

1 

biceous 

1 

brosed 

2 

buggular 

1 

bicuats 

1 

broused 

2 

bugilar 

1 

biouits 

1 

brozed 

1 

buglar 

9 

bicusets 

1 

bruezed 

1 

bugluar 

1 

bisoates 

1 

bruide 

1 

bugraler 

1 

bisoiuts 

1 

brused 

51 

bugular 

9 

biscuets 

1 

brusied 

8 

bur alar 

1 

biscuites 

3 

bruzed 

4 

burbliar 

1 

biscutes 

3 

burised 

2 

bur gal a r 

1 

biscuts 

31 

bursd 

1 

burgaler 

4 

biskets 

1 

bursed 

1 

burgalery 

1 

bucits 

1 

burts 

1 

burgalor 

1 

buiscits 

2 

13 

76 

bur gar 1 

1 

buiscuits 

2 

burghlar 

2 

buiscuts 

4 

bargular 

1 

burghler 

17 

buscists 

1 

baruglar 

1 

burgler 

16 

busoits 

1 

begglar 

1 

burglur 

1 

busoiuts 

1 

berber 

1 

burgular 

31 

tuscuits 

6 

berglar 

1 

burguler 

2 

busicuts 

3 

bergular 

1 

burgurlar 

1 

busites 

1 

birgular 

1 

burgury 

1 

bus kits 

1 

brugial 

1 

burlary 

1 

23 

69 

bruglar 

2 

burleyer 

1 

buarglar 

1 

38 

121 

bugalar 

1 

bugaler 

1 

bugeral 

1 

bugarlr 

1 

canabul 

1 

chemey 

1 

chire 

1 

ohainable 

3 

chenney 

1 

chior 

15 

chainbuble 

1 

chimbley 

1 

choire 

3 

cha ingable 

1 

chimbly 

1 

chore 

3 

chamible 

1 

chimely 

3 

chorus 

1 

chanabl e 

1 

chimeny 

7 

chour 

3 

ohangabl e 

66 

chimerv 

1 

chrov 

1 

ohang bl e 

1 

chimge 

1 

qior 

1 

changebel 

1 

chiminev 

1 

quhor 

1 

chang eble 

13 

chimieey 

1 

quior 

4 

changebril 

1 

chimley 

1 

quir 

1 

changeful 

1 

chimraey 

3 

quire 

36 

change ible 

1 

chimminy 

1 

quoir 

1 

changibile 

1 

chimml ev 

1 

13 

58 

ohangi bl e 

1 

chirnmney 

1 

ch ever able 

1 

chimmny 

1 

olangibal 

1 

chimmy 

1 

shangable 

1 

chimne 

3 

18 

96 

chimny 

6 

ohinaeny 

1 

chimney 

1 

ohinnev 

1 

chinny 

3 

33 


39 


■* 


. 

' 

84. 


oomence  34 
comenece  1 
oomened  1 
ccmensed  1 
comense  1 
comenst  1 
coments  1 
comincence  1 
commense  4 
comments  1 
commet  1 
comminoe  1 
oommints  1 
comnence  1 
comnenst  1 
conmenced  1 
oonnensh  1 

17  43 


compeat 

33 

compeate 

2 

oompeet 

1 

compeit 

1 

oompelent 

1 

oompelete 

1 

compeit e 

1 

compet 

10 

compit 

1 

compleate 

1 

complet 

3 

complete 

7 

conpeat 

2 

13 

64 

deceave 

1 

deced 

1 

decede 

1 

decet 

1 

deceve 

1 

decieve 

46 

decive 

12 

deseave 

3 

deseive 

2 

dese  ve 

1 

desident 

1 

desive 

2 

desieve 

1 

diceive 

1 

decoveries  1 
decovery  1 
descouvery8  1 
disoourveries  1 
discoveres  8 
discovereys  1 
discoverys  11 
discovories  l 
discovries  1 
discowrys  1 
disorovery  1 
discularies  1 
12  3S 


14 


74 


• 

85. 


eleatri  oe 

1 

electristy 

1 

aair 

1 

elecantechs 

1 

eleotritiay 

1 

aire 

1 

eleoitresity 

1 

electritive 

1 

arer 

1 

eleoleotioe 

1 

eleotry 

1 

arie 

1 

elecrasity 

1 

eleotryiolty 

1 

arior 

1 

eleorited 

1 

eleoty 

1 

arreo 

1 

elecriticy 

1 

eletisoritv 

1 

arrior 

1 

eleotcrisity 

1 

eletri oe 

1 

arro 

1 

eleoteristv 

1 

eletriciety 

1 

arror 

1 

ele  cticor 

1 

eletricity 

1 

ayr 

1 

eleotiourery 

1 

eletrioresite 

1 

eror 

4 

electirisity 

1 

eletricy 

1 

err 

2 

eleotitv 

1 

eletrisity 

1 

errior 

1 

electory 

1 

elictrioty 

1 

erroirer 

1 

electroely 

1 

elictrisety 

1 

erro 

1 

eleotrio 

1 

elitircv 

1 

errour 

1 

eleotrioey 

1 

elitrioity 

1 

16 

20 

electricly 

1 

46 

77 

ao  ceptions 

20 

electrioisioty 

1 

aceptions 

4 

eleotricticy 

1 

eccephion 

1 

eleotrictly 

1 

eccept 

1 

electricts 

1 

eoceptions 

9 

electricty 

15 

eoeptions 

7 

electricy 

2 

eopetions 

1 

electriety 

1 

ecption 

1 

electrisis 

1 

excelded 

1 

electrisity 

15 

excipits 

1 

electrisority 

1 

exeptions 

2 

eleotristie 

1 

expeotion 

1 

— 


86. 


exsepations 

2 

cenget 

1 

j enuuyne 

1 

exseption 

2 

ganuine 

1 

j inuin 

1 

14 

53 

genine 

2 

j ounion 

1 

fatrail 

1 

genion 

1 

junin 

1 

favator 

1 

genioun 

3 

.iunine 

2 

faverer 

1 

geniune 

1 

34 

46 

faverite 

3 

eceniven 

1 

faveroit 

1 

gennuine 

1 

handeful 

2 

f averoite 

1 

genouine 

1 

handful e 

1 

f aviorite 

1 

genuin 

1 

handfull 

36 

f aviort 

1 

genuion 

4 

hand- full 

2 

faviorte 

1 

geminn 

1 

hanful 

1 

faviroat 

1 

geuan 

1 

pan  full 

1 

f avirote 

2 

geunt 

1 

6 

43 

favit 

1 

eeunual 

1 

favorate 

9 

ginuine 

1 

favorit 

6 

ginune 

1 

favort 

2 

guen 

1 

favorte 

1 

guenine 

1 

f avriot 

1 

guenurn 

1 

f eautor 

1 

guine 

1 

f eriate 

1 

guinue 

1 

flavorate 

1 

guniea 

1 

vaforate 

1 

januin 

1 

vaveriot 

1 

januine 

2 

22 

39 

.ianwine 

1 

.i  enanlv 

1 

j enuine 

5 

j enunian 

1 

87. 


helm 

1 

envestigation 

1 

invistation 

1 

heme 

1 

envestion 

2 

invi8 tigation 

1 

hime 

1 

e vestigation 

1 

ivestieation 

1 

hi  mm 

1 

invast ion 

1 

32 

75 

hm 

1 

invatakation 

1 

hinny 

1 

invation 

1 

lavees 

1 

hmyn 

1 

invecestion 

1 

leles 

1 

hpym 

1 

invesagation 

2 

lellies 

1 

hunen 

1 

invesgation 

4 

lies 

1 

huym 

1 

invesgotion 

1 

lileis 

1 

hyem 

1 

investacation 

1 

liles 

4 

hygm 

1 

investagaion 

1 

lililies 

1 

hym 

11 

investagasion 

1 

liliys 

2 

hymm 

2 

investagastion 

1 

lilies 

1 

hypm 

1 

investagation 

26 

lillies 

31 

thym 

1 

investagetion 

1 

lilyes 

6 

16 

27 

investaeion 

4 

lilys 

6 

investagition 

1 

lulies 

1 

investation 

2 

Ivies 

1 

investavigation 

1 

lylies 

1 

investegation 

4 

15 

59 

investgation 

4 

investiaation 

1 

investication 

1 

investigavtion 

1 

investion 

4 

invetagion 

1 

invetekate 

1 

invetigation 

1 

88 


leotior 

1 

raaddl 

1 

meadison 

1 

licoor 

1 

madle 

1 

meadits 

1 

licer 

1 

meadal 

1 

meoidan 

1 

licker 

4 

meadel 

1 

medaoin 

1 

lickor 

6 

raeadle 

4 

medcian 

1 

lioor 

10 

meals 

1 

medcine 

1 

licore 

1 

meatle 

1 

0 

medcion 

1 

licour 

2 

medbal 

1 

medecine 

6 

licquior 

1 

meddle 

6 

medection 

1 

licquire 

1 

medel 

1 

medeson 

1 

licquor 

8 

medial 

2 

medianoe 

1 

liotor 

1 

medle 

4 

medican 

8 

licture 

1 

metal 

1 

medicane 

3 

lierure 

1 

metial 

1 

medicen 

3 

Hour 

1 

model 

1 

raedicene 

1 

liqior 

2 

15 

27 

medician 

10 

liqiuor 

1 

medicime 

1 

liqoir 

2 

v 

medicion 

1 

liqor 

3 

medicne 

1 

liqour 

2 

medicon 

2 

1 iauar 

1 

medioson 

1 

liquer 

3 

medinane 

1 

liquior 

14 

medisen 

1 

liquir 

5 

medison 

8 

liqure 

1 

medition 

1 

liuaor 

1 

medsion 

1 

26 

75 

medson 

1 

menson 

1 

28 


61 


mB FWW  *'*  V . 


' 


minety 


2 

minty  1 

nineghty  1 

ninetle  1 

ninitine  1 

ninity  8 

nintey  3 

ninty  49 

nity 2 

9 68 


realice  1 

reallliBe  1 

realilize  1 

realise  6 

realizize  1 

reallize  3 

relazie  1 

reliace  1 

reliase  1 

reliaze  2 

reliese  1 

relieze  1 

relige  1 

relis  1 

relise  6 

relisize  1 

relizate  1 

relize  26 

rellzelive  1 

rslizine  _1 

20  58 


89. 

raign  2 
rain  7 
raine  1 
rained  1 
raing  1 
raingn  1 
reaign  1 
regien  1 
regin  3 
regine  1 
region  2 
regn  1 
reigan  1 
reigen  1 
reighn  2 
reigion  1 
reigne  1 
reigon  3 
reigun  1 
rein  12 
reine  1 
riegn  2 
rien  2 
rign  3 
ruin  1 


25 


53 


90. 


cenerles  1 
cenery  17 
oenesany  1 
ceniory  1 
sceanery  1 
scenary  1 
soenenery  1 
sceney  1 
soenry  3 
soernery  1 
scerney  1 
scinery  1 
screnary  1 
seanary  1 
secenery  3 
seinery  1 
sencery  2 
senorly  1 
senecy  1 
senerey  1 
senerie  1 
senery  18 
seniory  1 
sentarv  1 
sentry  1 
serenry  1 
sienerv  1 


cever  1 
cevier  1 
savear  1 
savere  1 
seavelr  1 
seaver  1 
senver  1 
serivor  1 
servear  1 
server  2 
servere  1 
sevar  1 
sevear  9 
seveior  1 
seveir  2 
seveoir  1 
sever  11 
severir  1 
severor  1 
severy  2 
sevier  2 
sevire  1 
sevor  1 
sevre  • 1 
sirvire  1 
si  veror  1 
surver  1 
suv ear  1 
suver  2 


suverv 1 

30  43 

scliped  1 

s clipped  1 

silept  1 

sipped  1 

sliped  53 

slipted 4 

6 61 


27 


65 


I 


chnies 

1 

sation 

1 

stomac 

4 

scheeze 

1 

spacenarv 

1 

stomace 

1 

schneeds 

1 

stacionary 

1 

stoma che 

5 

seneze 

2 

s tainanerv 

1 

stomach 

26 

senzed 

1 

stainiary 

1 

st Offiah e 

1 

smeeze 

1 

stainitory 

1 

stomarch 

1 

smeize 

1 

staintary 

1 

stomck 

1 

smize 

1 

staionery 

2 

stomick 

1 

sneaze 

3 

s tamary 

1 

stornit 

1 

sneese 

2 

s tanat ionary 

1 

stommac 

1 

sneez 

2 

stanessary 

1 

stommach 

1 

snege 

1 

stanionary 

2 

stomuck 

4 

sneige 

1 

staniory 

2 

stumach 

7 

snese 

1 

stashionory 

1 

stumaok 

1 

sneze 

19 

stasiary 

1 

stumic 

1 

snezze 

8 

statesionary 

1 

stumick 

1 

snize 

7 

statiarv 

1 

stummach 

1 

snizz 

2 

statinory 

1 

stummest 

1 

snyze 

1 

stationananary 

1 

stump 

3 

szeeze 

1 

stationay 

1 

s tunick 

1 

20 

57 

stationery 

32 

20 

63 

statoniny 

1 

statonory 

1 

33  5? 


92. 


straigh 

2 

telagram 

23 

whilling 

1 

strait 

5 

telegrah 

1 

whilating 

1 

strate 

1 

tslegrahm 

3 

whiseling 

3 

atreight 

6 

telergrara 

1 

whiailing 

2 

striaght 

2 

telegran 

1 

whisleting 

1 

striaight 

1 

telephone 

1 

whialing 

14 

whislting 

1 

stright 

10 

tel gram 

8 

whisltn 

1 

7 

27 

telgrame 

1 

whissling 

1 

soeed 

1 

tell  scran 

1 

whiaten 

1 

soeede 

1 

tellagram 

4 

whist  ins: 

1 

succead 

1 

tellegram 

6 

whistaling 

1 

suoced 

35 

telligram 

1 

whiateling 

9 

auccede 

6 

telogram 

1 

whistiling 

2 

aucceede 

3 

13 

52 

whisting 

1 

succeseed 

1 

whistleing 

22 

sucoessed 

1 

whistlen 

1 

suced 

1 

whistten 

1 

sucede 

1 

whiting 

1 

suoeed 

9 

whitselling 

1 

suoeede 

1 

wilsing 

1 

suceided 

1 

wishl ing 

1 

aucessed 

1 

wishtleing 

1 

sucsseed 

1 

wisilng 

1 

suscede 

1 

wisling 

3 

susceed 

1 

wislling 

1 

auseed 

1 

wiasling 

1 

suxoed 

1 

wistleing 

1 

19 

68 

wistling 

2 

29 


78 


— 

93. 

holdsome 

i 

reaf 

3 

prestle 

1 

holesom 

3 

reaf  e 

1 

raoal 

1 

holesome 

13 

reath 

17 

racel 

1 

holesum 

3 

reathe 

1 

rashel 

1 

holesume 

1 

reef 

4 

ra3 ial 

1 

hollsome 

1 

reeth 

1 

rassel 

1 

holsim 

1 

reif 

2 

rescel 

1 

holsom 

8 

reight 

1 

reseole 

1 

holsome 

16 

reigth 

1 

resel 

1 

holsone 

1 

reith 

6 

res ial 

1 

holsum 

22 

rek 

1 

ressal 

1 

hoi sum e 

3 

releve 

1 

ressel 

2 

I hornert 

1 

wearth 

1 

restle 

2 

hoslem 

1 

wreaf 

2 

russel 

1 

: houlsome 

1 

wreaght 

1 

we  sal 

1 

vlsorne 

1 

wreah 

1 

wessle 

1 

wholesem 

1 

wregth 

1 

whrestle 

2 

wholesom 

5 

wreith 

1 

wrasle 

1 

whole sum 

6 

wreth 

2 

wrastle 

2 

whole sume 

1 

writh 

1 

wreasle 

5 

wholsom 

3 

20 

49 

wreastle 

2 

wholsome 

15 

wreoh 

1 

wholsoom 

1 

wrelst 

1 

whossome 

1 

wresale 

2 

24 

110 

wreschel 

1 

wresel 

1 

wresle 

1 

wressel 

1 

L 

wressle 

1 

Column  U 

94. 

wrestal 

1 

weather 

16 

desinzuish 

1 

wrestal 

6 

weathor 

1 

desinguish 

1 

I wristle 

1 

wether 

3 

destinzues 

1 

32 

47 

wheazher 

1 

destinguish 

3 

wheater 

1 

dizuished 

1 

I ment 

51 

wheather 

51 

disquinshed 

1 

1 

51 

wheathere 

1 

diequis 

1 

eairlest 

1 

wheither 

2 

disquish 

1 

ealeryest 

1 

whelter 

1 

disqunish 

1 

i ealist 

1 

where 

1 

disqunquish 

1 

I eariest 

1 

wheter 

1 

distanzlish 

1 

earliest 

3 

whethe 

1 

distenzush 

1 

eariest 

17 

whever 

1 

distincurs 

1 

earlester 

1 

whither 

1 

distingish 

6 

i earlestest 

1 

wrerler 

1 

distinglish 

2 

I earleyist 

f 

1 

15 

83 

distinguesh 

1 

earlies 

2 

distinguest 

1 

earliesed 

1 

distingulshe 

1 

earlist 

2 

distingulisheg 

1 

earlliest 

1 

distingulish 

1 

earlyest 

10 

distingush 

S 

earlyiest 

2 

di3tingwish 

3 

earlyi3t 

3 

distinlish 

1 

erliest 

1 

distinquse 

1 

17 

49 

distintuished 

1 

distiunques 

1 

distivantive 

1 

distqunish 

1 

distuinquish 

1 

* 


distunges  1 

diatungish  1 

distunglish  1 

distinguish  1 

di3tungush  1 

distunish  1 

diaturion  1 

rest  i ngu ish 1 

37  53 


cansiderion  1 
concederation  2 
conceration  3 
concerdation  1 
ooncerteration  1 
conoideration  5 
conderation  4 
condieration  1 
consederation  1 
conseratition  1 
conserdionation  1 
oonserdition  1 
oonsertation  1 
considaration  1 
considation  1 
consiaerashion  1 
consider ion  1 
considerration  1 
considertion  2 
consideration  1 
considration  1 
considsion  1 
consiration  1 
consisition  1 
consisled  1 
consiteration  2 
consition  1 
consitration  1 
consteration  1 


consyderation 

95. 

1 

30 

42 

colinesh 

1 

colinies 

5 

colinvs 

1 

edition 

1 

colmce 

1 

colnies 

1 

colone 

1 

colonest 

1 

coloneys 

1 

colonyies 

1 

colonish 

1 

colonys 

4 

conlies 

1 

13 

20 

96 


ashoure 

1 

ashsure 

1 

ashure 

1 

assere 

1 

assuar 

1 

assue 

1 

assur 

1 

asure 

17 

assurie 

1 

ausur 

1 

10 

26 

defeat 

1 

realef 

1 

refeel 

1 

releaf 

10 

releaf e 

2 

releave 

1 

relef 

1 

releif 

11 

releif e 

1 

releive 

2 

relieath 

1 

relief e 

2 

relife 

3 

relish 

1 

14 

38 

aocopy  3 

accupie  1 

accupy  3 

hockpaly  1 

occopy  2 

occpy  1 

ocoup  1 

occupany  1 

oocuphy  1 

oooupie  12 

occuply  1 

occuppy  3 

occupuy  1 

ocply  1 

P-g-gy.  1 

ocuppy  1 

ooupy  2 

oppay  1 

OUOlPV  1 

outvourself  1 

20  38 


perpablv  1 
pobably  1 
prabaly  1 
proabably  1 
proably  4 
probally  1 
probaly  10 
probbly  1 
probely  2 
probibaly  1 
probibly  4 
probility  1 
probily  6 
problaly  1 
probley  1 
problis  1 
problis  8 
probobly  1 
probubly  1 
probulay  1 
probuly  2 
propably  3 
proped  1 
propily  1 
propiply  1 
proply  2 
propublie  1 
provably  1 


28 


59 


Umi 


foregein 

1 

foregeon 

1 

foregion 

1 

foregin 

3 

foregn 

1 

foreigen 

2 

forein 

1 

f oren 

1 

forgein 

1 

forgien 

4 

f orgn 

1 

f oriegn 

18 

foriegon 

1 

forien 

2 

forigen 

3 

f origien 

1 

f orign 

8 

f origne 

1 

f roien 

1 

19 

52 

expeince 

1 

expence 

75 

expention 

1 

expince 

1 

exspense 

2 

exspence 

2 

extence 

1 

exposabLe 

1 

8 84 


reponiable  1 

reponsbility  1 

repsonble  1 

resonibLe  1 

respenclble  1 

rss picul ary  1 

responable  4 

responcable  3 

res pone bl  1 

responoe  1 

responoeable  1 

responcebille  1 

responciable  1 

responcible  10 

respondsible  1 

responebal  1 

responiable  1 

responible  3 

responilibly  1 

responisble  1 

responisible  1 

responsable  6 

res pons ble  1 

responseable  3 

r es pons ia ble  4 

responsibal  2 

responsibale  1 

responsibile  2 

reaponsi  table 1 

29  57 


97. 

beganning  1 
begening  1 
begenning  1 
beggining  1 
begianing  1 
beging  1 
begining  50 
beginnimg  1 
begning  1 
begnning  1 
beiging  1 
bigining  1 
legine  1 
13  63 


98. 


accpalachian 

1 

appoliation 

1 

deff i culty 

1 

acplcaion 

1 

appolicition 

1 

def icul ty 

1 

af lakation 

1 

atmation 

1 

difacolity 

1 

alicatne 

1 

atmocation 

1 

difaoulity 

1 

alvoukal  t 

1 

oppl cation 

2 

difaculty 

2 

aplacation 

5 

34 

96 

diclaulty 

1 

apliacation 

1 

dicullcult 

1 

aplication 

13 

difcoluit 

1 

appacation 

1 

dif culty 

3 

appacition 

1 

dif faclutv 

1 

appaclation 

1 

dif  faculty 

5 

appaction 

1 

dif favlty 

1 

appalaoation 

2 

diff cualty 

1 

appalaction 

1 

dif faulty 

5 

appalalation 

1 

dif fcutv 

1 

appalation 

1 

diffeculty 

1 

appelachion 

1 

diffeltv 

1 

applaoans 

1 

dif ferculity 

1 

applacation 

39 

diff icuility 

1 

applachian 

1 

dif f iculaty 

1 

applachion 

1 

difficulty 

9 

applaokian 

1 

diff icultily 

1 

applaction 

7 

dif f icutiy 

1 

applasion 

1 

dif f icuty 

1 

applation 

1 

diffucaltured 

1 

applcation 

1 

dif fucility 

1 

appleoation 

1 

dif fuclity 

2 

applioian 

1 

diffuclty 

3 

applycation 

1 

dif fuctlal 

1 

■ 


1 

I 

I 


99. 


diffuculity 

1 

scean 

8 

fanilv 

1 

diffuculty 

3 

sceen 

2 

feinally 

1 

dif fuouty 

1 

sceign 

1 

f ialy 

1 

diffulci ty 

1 

s ceine 

1 

f ianaly 

1 

diffulcul ty 

1 

scerae 

1 

f ianlv 

1 

diffuli tv 

1 

scence 

2 

f imalv 

1 

dif fultly 

1 

s ciene 

1 

final 

1 

dif ioulity 

1 

scyne 

1 

f inalie 

1 

dif icul tie 

1 

sean 

2 

f inaly 

39 

dif icul ty 

8 

secen 

2 

f indly 

1 

difucality 

1 

secene 

1 

f inealv 

1 

difucilty 

2 

seen 

4 

finely 

12 

difuoultie 

1 

seign 

1 

finially 

5 

difuoul tv 

10 

sein 

2 

f inialy 

? 

43 

84 

seine 

3 

f inily 

5 

seion 

1 

f ininity 

1 

sence 

1 

finly 

1 

sene 

2 

f innally 

2 

seun 

1 

f innaly 

2 

siean 

1 

f inolv 

1 

sien 

1 

20 

85 

sienoe 

1 

si  sen 

1 

23  41 


i 


. 


100. 


def elup 
defeoped 
defloped 
delevelop 
delvelop 
delvop 
devalep 
devalope 
devealped 
dsvelated 
develet 
develip 
devellop 
devellope 
develope 
dsvelopled 
develp 
deverlp 
de  vevlepet 
dsvlop 
devlope 
devolape 
de  volepe 
devolip 
: devoloped 
devolp 
devolpe 
devoluped 
devopped 

I 

l 


1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 

38 

1 

1 

1 

1 

1 

2 

2 

7 

8 
7 
1 
2 
2 

1 29 


90 


101 . 


m= 


acederatlon 

1 

sercups tance 

1 

eshiey 

1 

cercanstance 

1 

sermas tance 

1 

essue 

7 

cercomstance 

4 

sermstand 

1 

esu 

2 

cerconstanoe 

1 

sinstah 

1 

esuoe 

2 

oercumstace 

1 

sircums tance 

4 

esue 

9 

ceroumst&n ce 

1 

suroems tance 

2 

iesu 

1 

cernstanoe 

1 

sur corns tance 

3 

insue 

1 

circanstanoe 

1 

surcuns tance 

1 

isohoe 

1 

ci rooms tan ce 

7 

sur cus pant 

1 

ishew 

1 

circomts 

1 

39 

64 

ishue 

2 

c ir curas t ant 

2 

issure 

2 

circunstance 

5 

issus 

1 

cirounstanse 

1 

issuved 

1 

circus tance 

2 

istem 

1 

oirumstance 

1 

isu 

1 

cors tance 

1 

isue 

13 

curcoms tance 

1 

usure 

1 

curconstants 

1 

17 

47 

curcums tance  3 
cur cus tan ce  1 
curstamce  2 
curstance  2 
scercumstance  1 
scirmstance  1 
secerstant  1 
securnstance  1 
ser cans tamp  1 
sercumstance  1 


102. 


atirial 

1 

sggust 

1 

cenant 

1 

mataials 

1 

subj  ection 

1 

cendial 

1 

matail 

1 

sugest 

5 

oenent 

1 

mateal 

1 

suggess 

1 

cennat 

1 

materal 

5 

sugguest 

6 

centent 

1 

materiel 

2 

suggus 

1 

sccenate 

1 

matieral 

2 

sugjust 

1 

scenate 

1 

matirial 

1 

(suguest  ) 

( ) 

(suguest(ed) ) 

scenite 

1 

matral 

1 

CJ 

scentie 

1 

matrial 

2 

suguset 

1 

seanate 

1 

matriel 

2 

suject 

2 

senant 

2 

meartal 

1 

suj  est 

5 

senat 

1 

meaturial 

1 

suj jest 

1 

senent 

4 

meri tal 

1 

sujured 

1 

senet 

2 

mertial 

2 

suj us t 

2 

senete 

2 

metaral 

1 

14 

30 

seniate 

1 

metarial 

1 

mare 

1 

seninet 

1 

raetarril 

1 

meair 

1 

\ senint 

1 

meteral 

1 

mear 

36 

senit 

5 

meterial 

8 

meer 

8 

senitate 

1 

metiral 

1 

meir 

3 

senite 

4 

metreal 

1 

meire 

1 

sennat 

1 

metrial 

2 

mier 

4 

sennate 

5 

militarly 

1 

miere 

1 

s ennent 

1 

mitural 

1 

sennet 

2 

mire 

3 

26 

43 

near 

11 

sentant 

1 

sentate 

1 

nere 

1 

sentent 

1 

11 


70 


103 


sentice 

1 

receptfully 

1 

respectibly 

sentor 

1 

reopeotuly 

1 

respectifully 

30 

48 

recplcelt 

1 

respectifuly 

resept 

1 

respectily 

receve 

2 

respecablely 

1 

respectivally 

recieve 

49 

respecforly 

1 

respe  ctivaly 

recive 

7 

respecfully 

3 

respectivelly 

reice 

1 

respeefuly 

2 

respectively 

rescieve 

1 

respeoitaly 

1 

respectivily 

reseave 

1 

respecivaly 

1 

respectivly 

6 

61 

respeckably 

1 

respectluty 

respeckfully 

2 

respe ctly 

respeckly 

2 

respe ctuf ally 

respecralty 

1 

respefulv 

respectably 

3 

respetably 

respectable 

1 

respley 

respectablity 

1 

responfuly 

respectaby 

1 

resspe ctifuly 

respectally 

1 

46 

respectaly 

2 

respectavely 

1 

respectavily 

1 

respectavly 

2 

respectefully 

2 

respectfuly 

7 

respectiale 

1 

respectially 

1 

respectible 

1 

' 


104. 


acreement 

1 

unforunate 

4 

unf ortuneate 

1 

aggreament 

1 

unfortant 

1 

unf ortunenate 

1 

aggreement 

3 

unforanate 

1 

unf ortunite 

1 

aggrement 

8 

unforate 

1 

unf or tun t 

1 

aggrenent 

1 

unforcinate 

1 

unforuate 

1 

agreeablment 

1 

unforiant 

1 

unforunate 

6 

agreeament 

4 

unforlant 

1 

unfurnate 

1 

agreemeant 

1 

unf ornanet 

1 

35 

75 

agrement 

15 

unf ornate 

6 

agrment 

1 

unf orna tuna te 

1 

agurment 

1 

unfornature 

3 

11 

37 

unforntion 

1 

unfornuate 

3 

unfcrnuit 

1 

unfortament 

1 

unfortant 

5 

unfortante 

3 

unfortinant 

1 

« 

unfort inate 

8 

unf ortionant 

1 

unfort ionate 

4 

unfortit 

1 

unfortment 

1 

unfortnate 

6 

unfortuante 

1 

unfortument 

1 

unfortunant 

4 

unfortune 

3 

■' 


I 105 


magarite 

1 

alabrate 

1 

elarbrate 

1 

magarity 

1 

delaberate 

1 

el  brat  e 

1 

magarty 

1 

delaborate 

3 

elebarate 

1 

mage r at y 

1 

delaboris 

1 

elebariot 

1 

magiorty 

1 

delaborite 

1 

eleborate 

3 

majority 

1 

delayer! t 

1 

elebrate 

5 

majaraty 

1 

earbort 

1 

elebraty 

1 

majarity 

9 

elabalit 

1 

elebret 

1 

majarty 

1 

elabat 

1 

elerbarted 

1 

majirty 

1 

el abate 

1 

elevarent 

1 

majoraty 

1 

elaberad 

1 

eleverate 

1 

major! ety 

1 

elaborate 

13 

elevevate 

1 

majorite 

1 

elabirate 

1 

elevort 

1 

majorrity 

1 

elablent 

1 

eliberate 

1 

majorty 

4 

elaborade 

1 

elibertate 

1 

marge ty 

1 

elaboret 

1 

elibrate 

1 

marigty 

2 

elaborit 

2 

ellaberate 

1 

mar jarity 

1 

elaborite 

7 

ellaborate 

1 

mazoraty 

1 

elabort 

2 

ellavbort 

1 

menyhote 

1 

elaborte 

3 

ellibe rate 

1 

mer jority 

1 

elabrate 

12 

elobrate 

2 

mo j arty 

1 

elabret 

1 

irrlavite 

1 

mor  jaraty 

1 

elabriot 

1 

50 

93 

mor.lorty 

1 

elabroate 

1 

much  j arty 

1 

elal orate 

2 

25 

3? 

elaradate 

1 

elarate 

1 

elarbores 

1 

- 


— 

106. 

cissitante 

1 

mecary 

1 

nesseary 

1 

citen 

1 

mecesBary 

2 

nessecary 

2 

citieen 

1 

maceseity 

1 

nesseccary 

1 

citisene 

1 

mesecerty 

1 

nessecary 

1 

citison 

1 

messecary 

1 

nesserey 

1 

citiz&n 

1 

ncessasary 

1 

nesserty 

1 

citizence 

1 

necasary 

1 

nessery 

2 

citizent 

2 

necassary 

1 

nessesary 

3 

citizon 

1 

neccesary 

4 

nessessary 

1 

citozon 

1 

naccassary 

13 

nessiary 

1 

cityzen 

1 

neccessatry 

1 

nessicery 

1 

cizen 

1 

necoisary 

1 

nessisary 

1 

oizeni 

1 

necessarily 

1 

nessissary 

1 

sicoin 

1 

necessatory 

1 

nissiary 

1 

si  si  dent 

1 

necessiary 

2 

43 

69 

sition 

1 

necessitary 

1 

sitizen 

1 

nacessry 

1 

diavice 

1 

at icon 

1 

necissary 

1 

devide 

22 

18 

19 

necssary 

3 

devine 

1 

necterssy 

1 

devolt 

1 

nesceriaty 

1 

divid 

1 

neseccary 

1 

divied 

3 

nesestay 

1 

6 

29 

nessacary 

1 

nessarity 

2 

nessarty 

1 

nessary 

2 

nesscary 

2 

nesscery 

1 

- 


107 


i— 


acceaves  1 

accheives  1 

accheves  1 

acchief  1 

acchieves  4 

accieves  2 

accives  1 

ache  as  1 

ach eaves  1 

aciheives  12 

ach  eves  2 

acheze  1 

achief  3 

achieve  2 

achives  15 

achivite  1 

16  49 


accoire  1 
acc quire  8 
accqure  1 
accuire  1 
achior  1 
aohoir  1 
achoire  2 
achorir  1 
aoiour  1 
ackwire  1 
acoir  1 
acquior  1 
acquir  2 
al quire  1 
aqquire  4 
aquior  3 
aquire  58 
aquiror  1 
at  choir  1 
ecquere  1 

20  91 


alamac  2 
alamack  1 
alamalic  1 
alamanao  1 
alambac  1 
alamica  1 
alamnac  1 
allmack  1 
aim  ace  1 
almach  2 
almacnio  1 
almanace  1 
almanach  1 
almanack  8 
almanac t 3 
almanai c 1 
almanak  2 
almanaque  1 
almanc  1 
almance  1 
almanac te  1 
almantic  1 
almatach  1 
alminac  4 
alminake  1 
almon  1 
almonac  5 


almonace 


1 


108. 


almonach 

1 

aunomack 

1 

acclent 

4 

almonack 

1 

automao 

1 

accinate 

1 

almonact 

2 

olminaoh 

1 

ace ant 

1 

almonak 

1 

omanace 

1 

achaint 

1 

almond-ack 

1 

omanach 

1 

achange 

1 

almnao 

1 

omlaot 

1 

achant 

1 

almunac 

1 

omonack 

1 

achiant 

1 

alnmack 

1 

onancate 

1 

achiech 

1 

alnountach 

1 

ornoct 

1 

achient 

6 

alomaok 

1 

64 

94 

aciant 

2 

alomale 

1 

aciant 

1 

alumac 

1 

ac inant 

1 

alnmack 

anccient 

1 

1 

anceint 

2 

alumnae 

1 

anoeinte 

1 

amack 

8 

an  chain 

1 

amanauck 

1 

anchant 

4 

amanazue 

1 

anchiant 

2 

aminact 

1 

anchient 

9 

amonac 

2 

anchinent 

1 

amonack 

2 

anciant 

1 

amulilace 

1 

ancience 

1 

amunac 

1 

anciont 

1 

aulmac 

1 

anicent 

2 

aumanac 

1 

ani chant 

1 

aumanact 

1 

an i chen 

1 

aumanlac 

aumonao 

1 

2 

anshant 

1 

27 


50 


109. 


ape  ace 

15 

appoches 

2 

ant or y 

1 

apeice 

16 

apporation 

1 

aterney 

3 

aplace 

1 

apporoches 

1 

aternig 

1 

apice 

2 

appracant 

1 

atlrney 

1 

apleace 

1 

appro ace 8 

2 

at  or nay 

1 

appeace 

1 

approae  s 

1 

atorney 

4 

appeice 

7 

approahes 

1 

atomy 

4 

appice 

2 

approcahes 

1 

at rent 

1 

8 

45 

appro ce s 

2 

atrunieal 

1 

appro chas 

3 

at ter any 

1 

appro che s 

5? 

attermeat 

1 

approchs 

1 

at  term! native 

1 

appro chus 

1 

atterminy 

1 

approchros 

1 

atternay 

3 

appro eke a 

1 

attorney 

8 

approcks 

1 

atterny 

13 

approhe  s 

1 

at  tonary 

1 

appr  doles 

1 

attonery 

2 

aprcches 

1 

attonry 

1 

ap roaches 

2 

at tor nay 

1 

approache 

1 

attorny 

12 

aproce 

2 

at tourney 

1 

aproches 

8 

attrony 

1 

aprochies 

1 

atturney 

8 

aproses 

1 

atturnity 

1 

aprouchee 

1 

atturny 

1 

oppores 

1 

aturany 

1 

2? 

97 

aturnery 

1 

. 

- 

* 


HO  . 1 

aturnety 

1 

beoquatt 

1 

bouuke 

1 

aturney 

5 

beugue 

1 

buoque 

1 

aturnie 

1 

bo cade 

2 

locade 

i 

1 

atuming 

1 

bocafuet 

1 

loquet 

1 

aturnity 

2 

bocay 

4 

vocade 

1 

aturny 

1 

bocaye 

1 

vo case 

1 

entarney 

1 

bockey 

1 

34 

123 

eturney 

1 

bodkatl 

1 

36 

89 

bo quay 

2 

bohave 

1 

bokay 

2 

bonquek 

1 

bonquet 

2 

boqet 

1 

boquat 

1 

boque 

9 

boqueat 

1 

boquet 

71 

1 

boque tt 

1 

boquey 

5 

! 

boquie 

1 

boueque 

1 

bouqet 

1 

bouqua 

1 

bouguet 

1 

bouquey 

1 

bouquite 

1 

bouqwet 

1 

111. 


ackulation 

1 

cazidation 

1 

carmoney 

2 

actuallcation 

1 

coculation 

1 

carrmony 

1 

oaouction 

1 

oolcurtlation 

1 

cearamony 

1 

caculatlon 

3 

coulation 

1 

cearmony 

1 

calculation 

1 

culation 

2 

celmenter 

1 

calachion 

1 

quaklions 

1 

ceramon 

1 

calacio 

1 

34 

65 

ceramoney 

2 

calcalation 

1 

ceramony 

17 

cal cation 

1 

cerconry 

1 

calclation 

1 

ceremiony 

1 

calcoation 

1 

ce remoney 

1 

oalcuation 

8 

ceremoy 

1 

calcuti on 

2 

cerimony 

6 

c&lision 

1 

cermeny 

1 

oalitiom 

1 

carmoney 

4 

calkulation 

1 

cerraoniey 

1 

callucation 

1 

cermonity 

1 

calqlation 

1 

cermony 

19 

calquation 

4 

ceromany 

2 

calqu8tation 

1 

ceromeny 

1 

calqulation 

5 

ceromoney 

3 

calucation 

5 

ceromonie 

1 

calulaion 

1 

ceromony 

11 

calulatation 

1 

ceromy 

1 

calulation 

9 

ceronany 

1 

caluquation 

1 

craray 

1 

calutation 

2 

sairamony 

2 

capulation 

1 

sairmony 

1 

• 

. 

' 


sararaony 

2 

comceled 

1 

decelious 

sarimony 

1 

conceald 

2 

decilious 

sarmony 

1 

conceilled 

1 

deolious 

secermony 

1 

conceilded 

1 

deioua 

ae  ramony 

3 

conceiled 

11 

delatious 

ser ©money 

1 

conceled 

9 

delcious 

seremony 

2 

conceited 

1 

dele clous 

serimony 

2 

concieled 

8 

deleious 

seromany 

1 

conciled 

1 

deleshes 

seromony 

3 

conclead 

1 

del leas 

serrneny 

1 

consceled 

2 

deliciace 

serronany 

1 

conscieled 

1 

deli elate 

serymony 

1 

conseald 

1 

dellceous 

severmony 

1 

consealed 

24 

delicous 

43 

10? 

conseceled 

1 

delicus 

consoled 

1 

delious 

consoled 

1 

delirous 

consield 

1 

deli  sea 

consielied 

1 

deliseous 

consiled 

3 

deli  shed 

conzeled 

1 

deli  shea 

cosealed 

2 

deliahioua 

22 

74 

delishlsh 

delishous 
delishus© 
delislous 
deli  so us 
delissis 


delitious 


delivious 

1 

da  sap ear 

2 

dissipaar 

3 

delures 

1 

desappear 

1 

disspaar 

2 

dillcious 

1 

desepere 

1 

30 

111 

dilousios 

1 

de8ipear 

1 

dascaribed 

1 

33 

73 

dessepear 

1 

dascibad 

5 

dassapara 

1 

droped 

28 

di appear 

1 

decribed 

4 

droptad 

1 

di sap ear 

32 

diccribe 

1 

droption 

1 

disapar 

1 

dlscirbe 

1 

droupad 

1 

di eapere 

3 

discrib 

4 

4 

31 

disappear a 

1 

di scribe 

34 

di soube 

1 

di sapper 

1 

disspaar 

4 

disquiried 

2 

disapar a 

1 

distribe 

1 

disipear 

7 

10 

54 

disipeir 

1 

disipera 

1 

disipra 

1 

di spear 

3 

di spa are 

1 

di spare 

2 

dissapar 

1 

dissapear 

29 

dissaped 

1 

dissapear 

1 

dissapiar 

1 

dissappear 

5 

di s se pare 

1 

114. 


agent 

1 

ellegent 

2 

eraeper 

2 

alegant 

2 

elligant 

4 

emereler 

1 

aligant 

1 

elligent 

5 

emernor 

1 

allegant 

1 

eligant 

1 

empar 

1 

alii gent 

2 

iloquent 

1 

empear 

1 

ealgant 

1 

iligant 

1 

empeor 

1 

egenlangent 

1 

illigent 

1 

empeore 

1 

eglegant 

1 

35 

93 

empeorrior 

1 

elagant 

5 

ernper 

2 

el agent 

5 

emperer 

3 

eleaget 

1 

emperior 

11 

eleagant 

1 

emperoir 

2 

elecant 

1 

emperoner 

1 

elegante 

1 

emperoor 

1 

elegate 

1 

emperorer 

1 

elegeant 

7 

emperr 

1 

elegent 

18 

emperrer 

1 

eleghant 

1 

emperror 

6 

elegiant 

1 

empery 

1 

eleguent 

1 

empieror 

1 

elgant 

2 

empireor 

1 

elgent 

1 

empireror 

1 

el grant 

1 

empiror 

4 

elient 

1 

empor 

5 

eligant 

8 

empore 

1 

eligent 

4 

emporer 

21 

ell  ag  ant 

1 

emporor 

6 

ellegant 

7 

emporror 

1 

. 

• 

115 


enpi re 

1 

eccelent 

1 

expalent 

1 

eperor 

1 

ecellant 

1 

exptonent 

1 

erempor 

1 

elecenent 

1 

exulent 

1 

imperior 

1 

eleoent 

1 

31 

99 

imperor 

2 

escelent 

1 

33 

86 

exalent 

2 

gratefull 

2 

exalont 

1 

gratefulle 

1 

excalent 

1 

gratful 

2 

excel ant 

11 

greatful 

40 

excelent 

30 

greatfull 

2 

excel! ant 

1 

greatiful 

1 

excell ant 

21 

6 

48 

excilant 

1 

excilent 

4 

exoillent 

1 

exclant 

1 

excilent 

1 

excolent 

1 

execelent 

1 

execlent 

1 

exelant 

2 

exelent 

5 

exillent 

1 

exiloent 

1 

exlant 

1 

exlante 

1 

exleant 

1 

exlent 

1 

■ 


ns.  1 

air 

13 

corse 

2 

iccicle 

2 

aire 

3 

hoarce 

12 

iccle 

1 

are 

3 

hoars 

4 

iceal 

1 

arie 

3 

horao 

1 

icecakol 

1 

arr 

1 

ho race 

3 

iceccle 

1 

aye 

1 

horas 

1 

icecele 

1 

ayr 

1 

horce 

4 

icecelley 

1 

ear 

1 

horcus 

1 

icecial 

1 

earor 

1 

horice 

1 

icscical 

1 

eir 

2 

horise 

2 

ioecickel 

1 

ere 

4 

horose 

1 

icecickle 

5 

eror 

2 

horrois 

1 

icecicle 

25 

err 

13 

hors 

1 

icecief er 

1 

erro 

1 

horse 

9 

icecihle 

1 

hair 

2 

horses 

1 

icecilcle 

1 

hier 

1 

hource 

1 

icecile 

3 

ire 

1 

hourse 

10 

iceciycle 

2 

17 

48 

17 

55 

iceckle 

1 

icecle 

1 

iceclless 

1 

icecycle 

14 

iceicle 

2 

icekile 

1 

icekle 

1 

icesel 

1 

ice si cal 

1 

icesiccle 

1 

ice sickle 

4 

117 


icesicle 

3 

egarence 

1 

igornace 

3 

iceslle 

2 

egenerence 

1 

igor nance 

3 

ideal 

3 

egerance 

1 

igorents 

1 

icicele 

1 

egerince 

1 

igornnee 

1 

iciehle 

1 

eggorence 

1 

ingo ranee 

1 

iciciccle 

1 

egme nance 

1 

ingo ranee 

2 

icicikle 

1 

egne ranee 

2 

ingorence 

1 

icicile 

1 

egno ranee 

5 

ingornent8 

1 

icickdl 

1 

egnorence 

1 

ingo  mice 

1 

ideyle 

2 

egneurence 

1 

ingrance 

1 

icilial 

1 

egorent  s 

1 

inironte 

1 

icle 

1 

eignortae 

1 

innorence 

1 

idle 

1 

eigoranoe 

1 

inorance 

1 

icycile 

1 

engernece 

1 

i rganant  s 

1 

i cycle 

15 

engo ranee 

1 

irgonence 

1 

iscycle 

1 

engrentac 

1 

irrigenoe 

1 

44 

113 

icnorence 

1 

44 

64 

igerence 

1 

ignance 

1 

ignerence 

1 

ignorant  s 

3 

ignornace 

1 

i gnornance 

1 

ignorence 

9 

ignornoe 

1 

igorance 

1 

ignorannee 

1 

igorence 

1 

; 


musucan 


enterfear  4 
enterfer©  2 
infear  1 
Inferred  1 
lnferror  3 
intefear  1 
intefere  1 
inteferior  1 
interfear  55 
interfeare  1 
interf eir  1 
interfer  16 
interfier  5 
interfiere  2 
interfire  2 
interflor  1 
interfure  1 
interifer  1 
interrfear  1 
interver  1 
intifere  1 
iterfear  1 

23  103 


mishlon  1 

mquclana  1 

mshlon  1 

muci  an  4 

mucician  2 

mucigian  1 

muci sion  4 

mucissian  1 

muci  sum  1 

mugician  1 

mui si an  1 

muscian  1 

muscion  1 

musesion  1 

museum  1 

musgimes  1 

mush Ion  1 

musiacl  1 

mu si an  6 

musicain  1 

musican  16 

musication  1 

musiccan  1 

musicicin  1 

musiem  1 

musion  4 

musision  3 


muzetion 


30 


mu8ition 


7 


' 


. 


merutal 

1 

nutrol 

2 

pagions 

metral 

1 

nutrual 

1 

pegions 

meutral 

2 

nutural 

4 

peigen 

muteral 

3 

nuturel 

1 

peigiona 

mutral 

3 

32 

132 

peigons 

mutrol 

2 

pidgens 

neatral 

1 

pachinca 

1 

pidgeons 

neatrual 

1 

pacience 

2 

pidgons 

neautral 

1 

pactiase 

1 

piagions 

netrual 

5 

patiance 

4 

piagons 

netruel 

1 

patence 

1 

pi  eon 

natural 

6 

patainca 

4 

pigans 

neutral 

1 

patienohas 

1 

pigeans 

neutrial 

2 

patientence 

1 

pigeions 

neutrual 

1 

patient 8 

15 

pigenos 

newtral 

3 

pations 

2 

pigens 

notrial 

1 

pi ance 

1 

pi gi one a 

nuetral 

2 

11 

33 

pigions 

nuntile 

1 

pigon8 

nurated 

1 

£ugon 

nutaral 

1 

vi gi Iona 

nutaral 

13 

nut  a raul 

1 

21 

nuterial 

1 

nutral 

59 

nut  real 

1 

nut rial 

8 

nutril 

1 

120. 


reance 

1 

he  race 

1 

causy 

1 

reaverence 

1 

rehar  s 

1 

sacey 

1 

reoianeds 

1 

r eh  arse 

2 

saouas 

1 

ref erance 

1 

rehase 

1 

sacucy 

1 

reference 

16 

rehearce 

4 

sacusy 

2 

refference 

1 

rehears 

2 

sacusy 

1 

refur ance 

1 

r eh ease 

1 

salcy 

1 

revance 

1 

reherce 

4 

sal vice 

1 

reveance 

1 

reherse 

33 

sasay 

1 

revence 

1 

rehersh 

1 

sassy 

2 

rave ranee 

50 

rehoress 

1 

sasucy 

1 

reveranse 

2 

rehourse 

2 

sasy 

1 

reverent s 

1 

rehurce 

1 

sauccy 

1 

re verse nee 

1 

rehurs 

1 

sauce 

4 

14 

79 

rehurse 

17 

saucey 

9 

reseres 

1 

sauesy 

1 

reshese 

1 

saugace 

1 

reshouse 

1 

sauscy 

1 

reslerse 

1 

sause 

1 

resurse 

1 

sausey 

2 

resurze 

1 

saussy 

1 

reverce 

4 

sausy 

10 

reverse 

7 

sawsey 

1 

revourse 

1 

scaucy 

2 

24 

90 

schousy 

1 

scucy  1 
sanlated  1 
shoslge  1 


. 


, 

121. 


soccey 

1 

ceage 

2 

veatggbles 

1 

soccing 

1 

sceage 

1 

vedgeble 

1 

socer 

1 

sceige 

1 

ve gable 

2 

socle 

1 

a che  age 

1 

vega table 

33 

socosy 

1 

sciege 

3 

ve gate able 

1 

socy 

1 

sea£ 

1 

vegatebl 

1 

sosy 

1 

seage 

21 

vegeable 

1 

soucy 

1 

s e ague 

2 

vegestable 

2 

suacy 

1 

seagze 

1 

vs get table 

1 

succay 

1 

sedge 

1 

vegiativle 

1 

succoss 

1 

sege 

2 

vegltable 

8 

susey 

1 

segious 

1 

vegltobe 

1 

sussy 

1 

seicege 

1 

vegtabal 

1 

susucy 

1 

seidge 

1 

vegtabale 

1 

43 

66 

eeig 

1 

vegtable 

7 

set gee 

1 

vegt table 

2 

seige 

83 

vetagable 

1 

seigue 

1 

vigttable 

1 

seized 

5 

vi labia 

1 

siage 

1 

ye gat able 

1 

sleage 

1 

20 

68 

1 

23  133 


. 


122. 


Test  III 
Directions 

Write  your  name  at  the  top  of  the  page. 

The  purpose  of  this  test  is  to  determine 
how  well  you  can  spell  by  sound. 

I will  pronounce  fifty- four  words  that  you 
have  never  heard.  Spell  them  the  way  you  think  is  cor- 
rect from  the  sound. 

Listen  attentively  and  spell  carefully.  Do 
not  hurry.  You  are  not  being  timed. 

I will  pronounce  each  word  twice.  When  I 
pronounce  it  the  first  time  listen  oarefully,  watch- 
ing the  movements  of  my  lips,  but  do  not  write.  Af- 
ter the  word  has  been  pronounced  the  second  time  spell 
it  the  way  it  sounds. 


■ 


123. 


TO  BE  SPELLED  BY  SOUND 


1.  oarling 

2 . gel ant hum 

3.  carob 

4.  fuetanella 

5 . loquat 

6 . ranula 

7.  viator 

8 . granza 

9.  pentad 

10 . acnode 

11.  grison 

12.  fittonia 

13.  iridol 

14.  zumatic 

15.  thorium 

16.  j actant 

17.  tappoon 

18 . mahout 

19.  harmost 

20.  dual in 

21 . hilsa 

22 . intine 

23.  ramtil 

24.  alalite 

25.  marver 


26.  behen 

27.  adipic 

28.  fodient 

29 . bursa 

30.  incrassate 

31.  cissoid 

32.  parvis 

33.  quis-qualis 

34.  shikra 

35.  vulpinism 

36.  zythum 

37.  tragopan 

38.  caftan 

39.  lekane 

40.  aleroe 

41.  quoin 

42 . romal 

43.  acmite 

44.  laic 

45.  tampon 

46.  lithoid 

47.  gelanthum 

48.  custrel 

49 . holraia 

50 . maleo 


124. 


Test  IV 
Dire  ctions 


Write  your  name  at  the  top  of  the  page. 

The  purpose  of  this  test  is  to  determine 
how  rapidly  and  accurately  you  can  observe  words.  There 
are  fifty  words  written  in  black  ink  on  this  chart.  As 
the  roller  on  which  they  are  placed  turns  they  will  ap- 
pear for  a moment  in  the  opening  in  the  center  of  the 
chart.  Watch  that  space  olosely  and  observe  each  word 
that  passes.  As  soon  as  a word  passes  write  it,  or  as 
much  of  it  as  you  have  seen.  After  you  have  seen  one 
word  I will  count  slowly  to  ten  before  I show  another 
word,  so  you  will  have  plenty  of  time  to  write. 

Remember,  when  you  have  written  a word  watch 
the  screen  so  that  you  will  not  miss  seeing  the  next 
word.  Each  word  will  be  shown  only  once. 


Column  T 


125. 


4 letters 

5 letters 

6 letters 

hymn  27 

guess 

13 

volume 

43 

refer 

53 

summon 

55 

ought 

35 

victim 

71 

folks 

8 

accept 

21 

aches 

80 

de  cide 

50 

choir 

58 

recent 

43 

error 

20 

minute 

31 

medal 

27 

really 

SO 

reign 

53 

banana 

60 

lilies 

59 

1 iquor 

75 

ninety 

68 

severe 

43 

sneeze 

57 

wreath 

49 

7 letters  8 letters 


concern 

57 

circular 

49 

various 

51 

argument 

43 

entitle 

60 

organize 

30 

absence 

57 

official 

71 

bruised 

76 

estimate 

52 

burglar 

121 

accident 

28 

chimney 

39 

national 

22 

compete 

64 

business 

76 

deceive 

74 

approval 

89 

genuine 

46 

biscuits 

69 

handful 

43 

commence 

43 

realize 

58 

favorite 

39 

scenery 

65 

medicine 

61 

slipped 

61 

straight 

27 

stomach 

63 

telegram 

52 

succeed 

68 

wrestle 

47 

. 


Column  T Continued 


126. 


9 letters 

10  letters 

11  letters 

13  letters 

associate 

85 

invitation 

72 

celebration 

45 

investigation  75 

political 

53 

impossible 

60 

discoveries 

29 

Wednesday 

34 

automobile 

40 

electricity 

77 

amusement 

74 

conference 

38 

whistling 

78 

changeable 

96 

wholesome 

110 

exceptions 

53 

stationary 

57 

Column  U 


127 


4 letters 

5 letters 

6 letters 

7 letters 

8 letters 

mere 

70 

meant 

51 

assure 

26 

whether 

83 

earliest 

49 

heir 

48 

scene 

41 

relief 

38 

foreign 

52 

colonies 

20 

veil 

68 

issue 

47 

occupy 

38 

expense 

84 

probably 

59 

saucy 

66 

senate 

48 

finally 

85 

material 

43 

siege 

133 

divide 

29 

develop 

90 

maj  ority 

37 

apieoe 

45 

suggest 

30 

achieves 

49 

hoarse 

55 

receive 

61 

attorney 

89 

icicle 

113 

citizen 

19 

ceremony 

107 

wretch 

82 

acquire 

91 

grateful 

48 

almanac 

94 

musician 

67 

ancient 

50 

patience 

33 

bouquet 

123 

rehearse 

90 

dropped  31 
elegant  93 
emperor  86 
neutral  132 
pigeons  83 


' 


■ 


138  . 


Column  U Continued 


9 letters  10  letters 

beginning  63  difficulty  84 

agreement  37  approaches  97 

elaborate  93 
necessary  69 
conoealed  74 
delicious  73 
described  54 
disappear  111 
excellent  99 
ignorance  64 
interfere  103 
reverence  79 
.vegetable  68 


11  letters 

13  letters 

distinguish 

53 

circumstance 

64 

responsible 

57 

respectfully 

81 

application 

96 

calculation 

65 

unfortunate 

75 

13  letters 
consideration  43 


129. 


Column  T 

Monosyllables  Dissyllables  Polysyllables  Polysyllables 


guess 

13 

biscuits 

69 

circular 

49 

medicine 

61 

ought 

35 

burglar 

121 

argument 

43 

realize 

58 

folks 

8 

chimney 

39 

organize 

30 

scenery 

65 

aches 

80 

commence 

43 

official 

71 

stationary 

57 

bruised 

76 

compete 

64 

estimate 

52 

telegram 

52 

choir 

58 

deceive 

74 

accident 

28 

32 

1790 

hymn 

27 

error 

20 

invitation 

72 

reign 

53 

handful 

43 

impossible 

60 

slipped 

61 

lilies 

59 

associate 

85 

sneeze 

57 

liquor 

75 

automobile 

40 

wreath 

49 

medal 

27 

various 

51 

straight 

27 

ninety 

68 

entitle 

60 

12 

544 

severe 

43 

political 

53 

stomach 

63 

national 

22 

Dissyllables 

succeed 

68 

conference 

38 

volume 

43 

whistling 

78 

really 

60 

summon 

55 

wholesome 

110 

celebration 

45 

victim 

71 

wrestle 

47 

amusement 

74 

accept 

21 

30 

1702 

approval 

89 

concern 

57 

banana 

60 

decide 

50 

changeable 

96 

recent 

43 

discoveries 

29 

business 

76 

electricity 

77 

refer 

53 

exceptions 

53 

minute 

31 

favorite 

39 

a tsence 

57 

genuine 

46 

Wednesday 

34 

invest igation75 

130 


Monosyllables 

Dissyllables 

meant 

51 

bouquet 

23 

scene 

41 

concealed 

74 

mere 

70 

des  cribed 

54 

dropped 

31 

grateful 

48 

heir 

48 

neutral 

32 

hoarse 

55 

patience 

33 

siege 

133 

pigeons 

83 

veil 

68 

rehearse 

90 

wretch 

82 

saucy 

66 

9 

579 

23  1510 

Dissyllables 

whether 

83 

assure 

26 

relief 

38 

foreign 

52 

expense 

84 

issue 

47 

suggest 

30 

senate 

48 

re  ceive 

61 

divide 

29 

achieves 

49 

acquire 

91 

ancient 

50 

apiece 

45 

umn  U 


Polysyllables 

Polysyllables 

earliest 

49 

disappear 

111 

distinguish 

53 

elegant 

93 

consideration 

42 

emperor 

86 

colonies 

20 

ex  cellent 

99 

occupy 

38 

icicle 

113 

probably 

59 

ignorance 

64 

responsible 

57 

interfere 

102 

beginning 

62 

musician 

67 

application 

96 

reverence 

79 

difficulty 

84 

vegetable 

68 

f inally 

85 

37 

2690 

develop 

90 

circumstance 

64 

material 

43 

respectfully 

81 

agreement 

37 

unfortunate 

75 

majority 

37 

elaborate 

93 

citizen 

19 

necessary 

69 

almanac 

94 

approaches 

97 

attorney 

89 

cal culation 

65 

ceremony 

107 

delicious 

73 

131. 


thale 

1 

ratech 

1 

theial 

1 

reach 

12 

vaale 

1 

reache 

1 

vail 

44 

rea ched 

1 

vaile 

3 

reacieh 

1 

value 

1 

rece 

1 

vance 

1 

rech 

10 

veail 

1 

recht 

1 

veal 

1 

reck 

1 

veile 

3 

redge 

2 

vial 

1 

reich 

1 

viel 

10 

rench 

1 

12 

68 

retch 

8 

retched 

2 

right 

1 

urrech 

1 

wreach 

5 

wreatch 

2 

wrech 

19 

wrectch 

2 

wrecth 

3 

wrench 

5 

wrentched 

1 

23 

82 

